Strip foundation / 21.10.2021

4 analysis of the role-playing game. Observation and analysis of creative play leadership. Did the children leave the game? Why

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Introduction

Modern transformations in society, new strategic guidelines in the development of the economy, the openness of society, its rapid informatization and dynamism have radically changed the requirements for education. The education systems of most of the leading countries of the world responded to these challenges by basing the goals, content and technologies of education on the expected results. The main goal of education is not a simple set of knowledge, skills and abilities, but professional competence based on them - the ability to independently obtain, analyze and effectively use information, the ability to rationally live and work in a rapidly changing world.

In the light of all the above, the theme of the development of a role-playing game does not lose its relevance today, since the game is the leading activity of preschool children.

The game is the most accessible type of activity for children, a way of processing impressions and knowledge received from the outside world. The game clearly manifests the features of the child's thinking and imagination, his emotionality, activity, and the developing need for communication.

An outstanding researcher in the field of psychology L.S. Vygotsky emphasized the unique specificity of preschool play. It lies in the fact that the freedom and independence of the players is combined with strict, unconditional obedience to the rules of the game. Such voluntary obedience to the rules occurs when they are not imposed from outside, but arise from the content of the game, its tasks, when their fulfillment is its main charm.

Characteristic of games, especially plot-role-playing ones, is the presence of two types of relations between children: imaginary, corresponding to the plot, role, and real relations of participants in a joint game.

In early childhood, the child has the greatest opportunity, namely in the game, and not in any other activity, to be independent, communicate with peers at his own discretion, choose toys and use different objects, overcome certain difficulties logically related to the plot of the game, her rules.

The older the children become, the higher the level of their general development, the more valuable the game (especially pedagogically directed) for the development of amateur forms of behavior: children have the opportunity to outline the plot themselves or organize games with rules (didactic, mobile), find partners, set goals and choose means to achieve their goals. Amateur play requires the child to be able to establish relationships with comrades. In these informal children's associations, different character traits of the child, his habits, interests, ideas about the environment, various skills are manifested, for example, the ability to independently find a way out of problem situations that arise in the game, guided by known norms and rules of behavior, or the ability to independently organize a real (and not imaginary) labor activity for solving game problems.

Object of study is a purposeful pedagogical process.

Subject of study is a role-playing game for preschoolers.

Purpose of the study: to study the features and peculiarities of the development of the role-playing game of a preschooler.

Research objectives:

· Analysis of psychological and pedagogical literature on the research problem.

Studying the structure of the role-playing game.

1. Role-playing game as a means of comprehensive development of the child

Role-playing creative games are games that children themselves come up with. The games reflect the knowledge, impressions, ideas of the child about the world around him, social relations are recreated. Each such game is characterized by: theme, game plan, plot, content and role.

In games, the creative imagination of a child is manifested, who learns to operate with objects and toys as symbols of the phenomenon of life around him, comes up with various combinations of transformation, through the role he takes on, leaves the circle of familiar everyday life and feels active.

In games, the child not only reflects the surrounding life, but also rebuilds it, creates a desired future. As L.S. wrote Vygotsky in his works, "the child's play is not a simple recollection of the experienced, but the creative processing of the experienced impressions, combining them and building from them a new reality that meets the needs and inclinations of the child himself."

In the game, all aspects of the child's personality are formed in unity and interaction.

The game occupies a large place in the system of physical, moral, labor and aesthetic education of preschool children.

The game is of great educational importance, it is closely related to learning in the classroom, with observations of everyday life.

In creative games, an important and complex process of mastering knowledge takes place, which mobilizes the mental abilities of the child, his imagination, attention, memory. Playing roles, depicting certain events, children reflect on them, establish a connection between various phenomena. They learn to independently solve game problems, find the best way to implement their plans, use their knowledge, express it in words.

Often, the game serves as an occasion to communicate new knowledge to preschoolers, to expand their horizons. With the development of interest in the work of adults, in social life, in the heroic deeds of people, children have their first dreams of a future profession, the desire to imitate their favorite heroes. All this makes the game an important means of creating the orientation of the child's personality, which begins to take shape in preschool childhood.

Creative play cannot be subordinated to narrow didactic goals; with its help, the main educational tasks are solved.

An interesting game increases the mental activity of the child, and he can solve a more difficult problem than in class. But this does not mean that classes should be conducted only in the form of a game. Teaching requires the use of a variety of methods. The game is one of them, and it gives good results only in combination with other methods: observation, conversation, reading, etc.

While playing, children learn to apply their knowledge and skills in practice, to use them in different conditions. In creative games, a wide scope for invention and experimentation opens up. Games with rules require the mobilization of knowledge, an independent choice of solving the problem.

The game is an independent activity in which children enter into communication with their peers. They are united by a common goal, joint efforts to achieve it, common experiences. Game experiences leave a deep imprint in the mind of the child and contribute to the formation of good feelings, noble aspirations, and skills of collective life. The task of the educator is to make each child an active member of the play team, to create relationships between children based on friendship, justice, and responsibility to comrades.

The game brings up interest and respect for the work of adults: children portray people of different professions and at the same time imitate not only their actions, but also their attitude to work, to people. Often the game serves as an incentive to work: the manufacture of the necessary attributes, design.

The game is an important means of aesthetic education of preschoolers, since this activity manifests and develops creative imagination, the ability to plan, the rhythm and beauty of movements develop. A deliberate selection of toys helps to form an artistic taste.

Thus, in preschool childhood, the game is the most important independent activity of the child and is of great importance for his physical and mental development, the formation of individuality and the formation of a children's team.

2. Structure, content and types of role-playing game

The relationship of the image, the game action and the word is the core of the game activity, serves as a means of reflecting reality.

The main structural elements of the game are: game concept, plot or its content; game actions; roles; rules that are dictated by the game itself and are created by children or suggested by adults. These elements are closely related.

game plan is a general definition of what and how children will play.

It is formulated in speech, reflected in the game actions themselves, formed in the game content and is the core of the game. According to the game design of the game, the following groups can be divided: reflecting everyday phenomena (games in the “family”, in the “kindergarten”, in the “polyclinic”, etc.). Reflecting creative work (construction of the subway, construction of houses). Reflecting social events, traditions (holidays, meeting guests, traveling, etc.). Such a division of them, of course, is arbitrary, since the game can include a reflection of various life phenomena.

The structural feature and center of the game is the role that the child performs. According to the value that belongs to the role in the process of playing, many of the games are called role-playing or role-playing. A role is always related to a person or animal; his imaginary deeds, actions, attitudes. The child, entering into their image, plays a certain role. But the preschooler does not just play this role, he lives in the image and believes in its veracity. Depicting, for example, a captain on a ship, he does not reflect all of his activities, but only those features that are necessary during the game: the captain gives commands, looks through binoculars, takes care of passengers and sailors. In the process of playing, the children themselves (and in some games, adults) establish rules that determine and regulate the behavior and relationships of the players. They give the games organization, stability, fix their content and determine the further development, the complication of relations and relationships.

All these building blocks of the game are more or less typical, but they have different meanings and are related differently in different types of games.

Role-playing games: differ in content (reflection of everyday life, work of adults, events of social life); by organization, number of participants (individual, group, collective). By type (games, the plot of which is invented by the children themselves, dramatization games - playing out fairy tales and stories; construction).

3. Management of the role-playing game

The necessary elements that provide interesting play activities, the development of cognitive interests and moral qualities of the child are knowledge - action - communication. A special role in this belongs to the educator. It is on the personality of the teacher, his knowledge, skills, professional skills and ability to creatively organize the management of children's play activities that their use for the purposes of the comprehensive development of the child's personality depends.

The process of directing a plot-role-playing creative game should be built in such a way that the development of playing skills and abilities is organically combined with training and education, including labor education. Based on this principle, 3 groups of methods can be distinguished.

The first group of methods is associated with enriching children with knowledge, impressions, ideas about the life around them. These include observations; excursions (primary, repeated, final); meetings with people of different professions; emotional and expressive reading of fiction; conversation. A conversation-story using illustrative material about the work of adults and their relationships in the process of it; the teacher's story, accompanied by a demonstration of specially selected photographs, paintings, reproductions of events taking place in the country. Drawing up stories by children on certain topics related to observations of the surrounding life; individual conversations with children, clarifying knowledge, ideas of preschoolers about the phenomena of social life, about moral categories. Dramatization of literary works using toys, puppet theater characters; ethical conversations.

The second group is methods that contribute to the formation and development of gaming activities. Among them, an important place is occupied by the direct participation of the educator in the creative game: playing with one child, playing a leading or secondary role. In addition, the teacher makes extensive use of helping children to implement the knowledge gained in the classroom through suggestions, reminders, advice, selection of game material, conversations about the idea of the game, development of its content, and summing up.

The teacher takes into account the individual characteristics of the child, if he is confident in himself, it is important to teach him to critically evaluate his answers. If you are shy and indecisive, you need to support any initiative.

In order to educate children in the skills and abilities of independent organization of the game, assignments are also used; assignments (for the selection of game material, for the manufacture of homemade toys, etc.); conversations; encouragement, clarification, questions aimed at suggesting to children the possible implementation of the plan, the definition of game actions.

Such skills necessary for the child, such as defining a role for themselves and bringing it to the end of the game, are formed through advice, individual tasks, assignments; attracting illustrative material, reading excerpts from literary works that characterize a particular character; individual conversations about the role; making together with the child elements of the costume for his role.

An important task is to educate children in the ability to independently distribute roles, taking into account the capabilities, interests and desires of each. Therefore, the teacher should study well the characters, inclinations and habits of his pupils and constantly help the children to get to know each other better, drawing their attention to the positive aspects of the personality of each child. To solve this problem, you can use such a technique as holding competitions for the best inventing elements of a costume, for interesting proposals regarding role-playing actions, for the expressiveness of speech, facial expressions, and gestures.

The third group of methods is associated with teaching children how to design from building materials and play with buildings, making toys. This group includes such methods and techniques as the joint implementation of buildings by the educator and children; examining the model of the educator, showing design techniques; use of photographs of children's buildings, diagrams, tables; the use of thematic tasks such as "Let's build a street in our city", "Let's build a metro", etc.; selection of material for beating buildings.

An important role is played by teaching children the ability to make paper toys by folding (boats, steamers, animals, cameras, benches, glasses, etc.), from thin cardboard according to patterns; production of toys from natural and additional materials (coils, cardboard boxes of various shapes and sizes, etc.); the use of thematic tasks: to make beautiful furniture for new settlers, carousels and other equipment for the playground (the game "City Building"), etc. An important role for the development of the game is played by the ability of children to use objects - substitutes (a brick instead of soap, etc.). ), the more substitute items the children bring in, the more interesting and meaningful the game is.

The use of the methods and techniques described above depends on the age characteristics of children on the level of development of their playing skills and abilities.

4. Role-playing games of senior preschool age

In a child of older preschool age, interest in the labor affairs of adults, in the results of their work, deepens, there is a feeling of admiration for the selfless deeds of people, a desire to imitate them. The games of children of this age are characterized by games with a heroic plot.

Children of the 6th year of life tend to want to fulfill their role with more imagination, ingenuity, interest in details. They are attracted by beautiful material, graceful designs, unusual elements of decoration of buildings. To develop the content of the game, children successfully use their technical skills, for example, to create the necessary toy from a designer (metal, plastic). They more amicably agree on the theme of the game, without conflicts, distribute roles among themselves, taking into account which of them will better cope with this or that role, create a vivid image.

At this age stage, more complex games appear, both in content, the use of real life display tools, and in organization. These are already role-playing games that last a week, two, a month, etc., with a gradual development and complication of content; games that deeply affect the feelings and interests of children. Their themes are mainly connected with modern life ("Cosmonauts", "Journey to the North Pole", "Journey to Antarctica", etc.) or with fairy tales and stories most beloved by children. In these games, the content is constantly evolving and becoming more complex as children acquire new knowledge about the life around them, with the development of skills to apply this knowledge, with the improvement of constructive skills.

Long plot-role-playing creative games are of particular importance for the integrated solution of the problems of mental, moral, labor and aesthetic education of children.

In a long game, the child develops the skills and habits of collective life faster, and independence grows. As a result, this kind of game becomes the most effective form of organizing the interesting life of children in a preschool institution. Children get used to the role so much that they often feel in it even when they are no longer playing. In such cases, it is easier to influence the child through his favorite image.

In such a game, the child shows more independence, imagination, creativity in the choice of actions, in the distribution of roles, and the use of auxiliary materials. The teacher needs to use this factor to educate children in the ability to coordinate their interests with the interests of the team, to help each other in the implementation of the plan, in the performance of a certain role.

A long-term creative role-playing game is fraught with tremendous opportunities for the development of a child's thinking.

The child's actions with objects are transformative. In the game, he is a tireless researcher: he learns the properties and qualities of real objects, ways of working with them, and, depending on the plan, on the development of the plot, he melts life material, replaces some objects with others, combines knowledge, intertwining reality with fiction, fantasy. In the development of the plot of the game on a certain topic, a logical sequence of actions, a set of interconnected and interdependent events and phenomena of the real world can be traced.

This experience, knowledge and ideas are creatively refracted by the child in play activities. Enriching the child's mind with a variety of ideas, a system of knowledge means giving abundant food for the development of his imagination, for creating images, situations that can be realized in the game. It is possible to conduct a series of construction and manual labor classes related to a common theme (manufacturing of large trucks, cranes, wagons, electric and diesel locomotives, railway stations from matchboxes, cardboard, etc.).

The emergence of the long-term game "Traveling for animals to hot countries" may be associated with the trip of children to the zoo. To satisfy the child's curiosity, the educator specially reads excerpts from books on this topic; organizes modeling of animals from plasticine, etc. As the ideas of preschoolers are enriched, the content of the game develops and becomes more complicated. Children show more initiative, creativity and mental independence in solving practical problems. If the teacher cares about expanding the ideas of children, the group will develop games on a variety of subjects: "Journey to Antarctica", "Journey to hot countries", etc. The work of the imagination helps the child to clearly and distinctly imagine the seas, oceans, ships sailing on them, icebergs , the work of distant polar stations, flights of spacecraft, etc.

The child creates game images creatively, consciously. He not only reproduces life, blindly copies it. In the depiction of certain situations, heroes, children bring many elements of creativity, freely combining the impressions of life with the content of fairy tales, stories, adding their own fiction, which indicates the activity of the imagination. A fascinating, complex in content game, satisfying the desire of the child to participate in the events experienced by the country, gives him joy.

Leading such games, the educator should not rush to prompt the children to solve certain problems that arise before them. Watching games, it is necessary to establish what children should pay attention to during classes (especially in classes to familiarize themselves with various phenomena of the surrounding life, with the flora and fauna). The teacher should strive to direct the attention of pupils to the essential aspects of a particular social phenomenon, to help understand the simplest connections and dependencies between them. It is also necessary to think over methods and techniques that contribute to the further development of a particular game (selection of pictures, board-printed games; instructions for children: watch television programs), outline a number of classes for making homemade toys, constructing from building material, provide children with free use of plasticine, clay, scissors, glue, cardboard.

A prerequisite for a long story-role-playing creative game is that children have the ability to play in large groups, consult together and help each other, and jointly achieve their goals.

It is also necessary that children love to play, so that they have the skills to outline a topic, select means for displaying and developing an idea, distribute roles taking into account the capabilities and desires of each participant in the game, establish rules and clearly follow them.

To guide long-term creative games, excursions (primary, repeated, final) can be used as the main methods. The main methods of managing a long-term creative game can also include conversations, stories, conversations with children using illustrative material when getting acquainted with the events of modern life. The active participation of children in the distribution of roles contributes to the education of collectivist feelings. Children learn to reckon with the opinion of their comrades, to take into account both the possibilities and desires of each other.

The role of the educator in a long-term creative game is ambiguous. At first, the teacher can take on a leading, leading role, if the children have insufficiently developed organizational skills, there is no proper experience. At the same time, the leadership of the teacher must be careful not to suppress the initiative and creativity of children, but in every possible way to contribute to their development. The teacher is an older friend of the children, a partner in the game, gradually helping them to apply the knowledge gained in the classroom in the performance of individual tasks and assignments, encouraging mutual understanding, sensitivity, justice, and mutual assistance.

At the subsequent stages, tips, reminders, suggestions, targeted selection of game material, tasks aimed at developing the content of the game, forming children's cognitive interests, organizational skills are used. During the year, you can spend about 6 long-term creative games with the intention of consistently improving children's self-organization skills.

The following methods and techniques contribute to the development of a long game, the education of children's mental activity, moral feelings and self-organization skills: conversations about its progress before the start of the game, summing up the results of the game and planning its further development together with the children; reminders, advice, instructions, assignments, assignments. The teacher teaches pupils to independently use building materials and constructors in games, make homemade toys, use skills in drawing, modeling, dancing, singing.

Individual conversations, looking at pictures, illustrations, photographs, reading excerpts from works of fiction help the child to reveal the game image.

Older children play with natural materials. The teacher, by showing photographs, pictures, reminders, advice, directs preschoolers to independent actions with sand, so that when constructing buildings they show initiative, invention, ingenuity. You can invite children to build buildings on the theme "What people ride." One group of children builds an airfield, another a railway station, a third a river port, and if you give them sand combined with clay, then small builders can make a navigable river, dig canals, install locks, etc.

Playing with sand and clay requires different additional material - wood trimmings, pegs, cords, plywood figurines of people, animals, trees, various cars, etc. Some of the toys preschoolers can make themselves, for example, boats, planes, railroad cars, etc.

Buildings made of snow can be large and small - on tables. Large buildings can be united by the common theme "North Pole" or "Zoo", "Stadium", etc.

The teacher teaches pupils to make bricks from snow and build walls of houses from them, compact snow, make ice paths for sliding, ramparts; sculpt figures of animals; make colored ice to decorate buildings, for windows of houses, etc. For large buildings from snow, a base is required. For it, you can use boards, boxes, plywood panels, thick cardboard, wooden slats, etc.

In winter, when constructing buildings on the site, it should be possible to provide for the possibility of such games as "Journey to Antarctica (to the North Pole)", "White Olympics", "Russian Winter Festival", as well as games based on the fairy tales "Hare hut", "Wintering of animals", "Morozko", etc.

Like younger children, older preschoolers love theatrical games based on literary works. The main thing in the management of dramatization games is the choice of a literary work, work with children on the expressiveness of text transmission, the creation of scenery and costumes.

Literary works for the games of preschoolers must meet the following requirements: ideological orientation, dynamism of the plot, the presence of dialogues. If during the initial acquaintance with the work the children became interested in it, when reading it again, one should most expressively highlight the speech of the characters, help to correctly assess their actions, and establish the sequence of events. In order to make it easier for children to memorize the text, to emphasize the dynamics of events, in some cases the teacher, when re-reading, excludes episodes of a descriptive nature.

Children of senior preschool age can already assign roles themselves.

The teacher provides the pupils with the opportunity to independently create game images, if necessary, suggests how best to fulfill the role, gives photographs, illustrations in order to get more detailed acquaintance with the appearance of a particular character, organizes listening to recordings.

Fun games in the senior and preparatory groups for school can be in the nature of fun relay races, competitions, attractions with the participation of 2 or more teams: “Sled relay race”. "Turtles" - a fun sledding competition; "Air football" (children with a purposeful stream of air try to quickly drive a paper ball into the opponent's goal, and the opponent, blowing on a light paper ball, tries to seize the initiative; as soon as the ball is in the goal, the score is opened). Showing clockwork toys by the teacher on the themes “Circus”, “Children in a Cage”, etc., may contribute to the desire of children to prepare a circus performance themselves. The possibility of its preparation and implementation is determined by the degree of physical development of preschoolers; the presence of such physical qualities as dexterity, flexibility, accuracy of movements, endurance. In addition, the child should have a sense of humor. The content of preparation for this fun game should include: drawing up a circus program; the distribution of children to the roles of artists, as well as artists and decorators and the distribution of responsibilities (who will make what elements of costumes, scenery, who will issue invitation cards and how, etc.).

These theatrical games are prepared and held with the active participation of the educator.

The game is a natural companion of a child's life with great educational power, a way of knowing the world around us in this regard, folk games are of great importance - they develop ingenuity in children, introduce them to the life and life of the people, traditions. Folk games are a traditional means of pedagogy, they clearly reflect the way of life of people, their way of life, work.

Conclusion

role-playing creative game preschool

The game streamlines not only the behavior of the child, but also his inner life, helps to understand himself, his attitude to the world. This is practically the only area where he can take the initiative and creative activity. And at the same time, it is in the game that the child learns to control and evaluate himself, to understand what he is doing and learns to act correctly. It is the independent regulation of actions that turns the child into a conscious subject of life, makes his behavior conscious and arbitrary.

Childhood is not only the happiest and most carefree time of a person's life. This is the period of the most intensive formation of personality, something that did not work out in childhood can no longer be made up for by an adult.

Plot - role-playing games in combination with other educational means are the basis for the formation of a harmoniously developed active personality, able to find a way out of a critical situation, make a decision, take the initiative, i.e. acquire those qualities that are necessary in the future life.

List of sources used

1. Mendzhritskaya D.V. Educator about children's play - M .: Education, 1982.

2. Preschool pedagogy / ed. IN AND. Yadeshko. - M.: Enlightenment, 1978.

3. Venger L.A., Mukhina V.S. Psychology - M.: Education, 1988.

4. The game of a preschooler / ed. S.L. Novosyolova. - M.: Enlightenment, 1989.

5. Management of the games of children in preschool institutions / ed. M.A. Vasilyeva. - M.: Enlightenment, 1986.

6. Shcherbakova E.I. Formation of the relationship of children at 3-5 years old in the game. - M.: Enlightenment, 1984.

8. Korotkova N.A. Role-playing game for older preschoolers.// A child in kindergarten. - 2006. - No. 2.

9. Korotkova N. A. Role-playing game for older preschoolers.// Child in kindergarten. - 2006. - No. 3.

10 Korotkova N.A. Role-playing game for older preschoolers.// A child in kindergarten. - 2006. - No. 4.

11. Matskevich M. Artistic creativity and play in the space of the museum // Preschool education. - 2006. - No. 6.

12. Smirnova E.I. Modern preschooler: features of gaming activity.// Preschool education. 2002. - No. 4.

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2.1 Analysis of role-playing games of older preschoolers

The study of scientific and methodological literature showed that the knowledge received from adults will be accepted by the inner world of the child if they are played and consolidated in the leading activity (Vygotsky L.S., Leontev A.N., Zhukovskaya A.I., etc.) .

This means that the development of a preschooler takes place in the game, the game has a social character, therefore, it changes with the change in the historical conditions of people's lives, i.e. the plots of children's games change because they reflect a changing life.

Almost all researchers who studied the game unanimously noted that the game is the most free, unconstrained activity of a preschool child (Elkonin D.B.). The relaxed nature of the game is expressed in the fact that the child freely chooses the plot of the game, his actions with objects are completely free from their usual, “correct” use. Despite the fact that it is commonly believed that the game in children arises spontaneously, it is nevertheless built on the relationship between the child and the adult.

According to the research of N.Ya. Mikhailenko, in the games of older children, along with actions, various social relations and actions begin to be reflected. Gradually, in the games of the older preschooler, mediated experience begins to take an increasing place: knowledge obtained from books, stories of adults. This means that at the senior preschool age, a collective game appears, which makes it possible for the rapid development and change in the subject matter, content and structure of the game, which is associated with the expansion of their sources.

However, classical studies of the game were carried out in the 50s and 60s of the last century, when social relations and society as a whole were different in many ways. Since then, there have been significant changes in the lives of adults and in relationships between them, as well as in the conditions of raising children. These changes could not but affect the plot of the children's game. The nature of these changes is extremely important to understand, since the features of the play of modern preschoolers reflect the originality of their inner world and the characteristics of their mental development.

In the generally accepted norms of preschool pedagogy, it is customary to distinguish among the plots of children's games: everyday, professional and socio-political (E.A. Arkin, V.S. Mukhina, A.P. Usova, D.B. Elkonin, etc.).

S.A. Shmakov believes that the plots of games are aging and dying off, losing their relevance and attractiveness. Since story games copy life, the children who play them accumulate the experience of social relations between people, the experience of social experiences. In terms of content, the most common subjects are: professional; paramilitary; creative (construction); search and discovery (travel, "space"); associated with art ("circus", "theatre"); fabulous; fantastic; ethnographic ("to the Indians").

As a result, we come to the conclusion that the study of the real state of children's play and its changes is possible only in a specific age group.

Hence, the experimental part of this work is aimed at describing the features of the role-playing game of modern preschoolers of the older group. The interest of this work is a broad and generalized picture of what and how modern preschoolers play, what are the plots and content of their games.

The work on collecting information was carried out in stages.

The first stage of the analysis was aimed at clarifying the plots of children's games, namely, what modern children play and what games are most popular with them. To answer this question, non-included observation and analysis of the free play of preschool children aged 5.5-6.5 years was carried out. The observation was carried out on the basis of kindergarten No. 46 in Krasnodar. It was attended by 10 preschoolers of the senior group No. 3. In the process of observation, it was noted what children do during free activities, what they play. As a result, a list of 20 games was obtained, which are included in the protocol for monitoring the independent play activities of children.

Observation of the play activities of children showed that there are traditional games that remain popular in the play repertoire for many decades (about 55% of all recorded plots): “Hospital”, “Shop”, “Cafe”, “Family”, “Police”, "Military", "Barbershop", "Animals", "Kindergarten".

Professional plots occurred in 40% of cases. These were games of the police, a cafe, a bank, a hospital, a shop, a travel agency and a hairdresser.

Quite often (30%) there were stories related to TV shows, movies and cartoons (“Spider-Man”, “Teenage Mutant Ninja Turtles”, “Mako Mermaids”, “Princesses”, “winx” sorceresses, Barbie, “Dancing with the Stars” and etc.).

Preschoolers used everyday plots of games (20%): kindergarten and family. This also includes a modern version of the Barbie Doll Family game.

The next group of subjects included games with pets (approximately 10%). In these games, children take on the roles of cats or dogs and their owners and act out the relationship between them: feeding, walking, treatment, etc.

Describing the specifics of the plots of the games of preschoolers of the 21st century, we can conclude that new playing roles have appeared: banker, agent, client, make-up artist, designer, etc.) and new professional game plots: "Cellular Salon", "Bank", "McDonald's" etc. Children of older preschool age continue to play both traditional games (military, family, kindergarten, etc.) and new stories taken from the surrounding social environment (TV shows, cartoons, movies, etc.). A characteristic feature of the subculture of modern childhood occurs under the formative influence of the media. Television influences the imagination of preschoolers, which leads to the stereotyping of images. (Spiderman, Barbie and Ken, Batman, TV presenter, etc.) The choice of roles and game plots is influenced by what is happening in the surrounding reality.

The difficulty lies in the fact that today's children in the senior preschool age are dominated by professional games, and socio-political ones are "displaced" by television ones. Often the game comes down to manipulation with a bright, fashionable toy, game attributes. In independent games, repeated repetition of plots is observed, without introducing new plot lines by children. When inventing games, the guys do not know how to play, how to develop a game plot, as a result, conflicts arise, loss of interest in the game and its rapid break without ending the plan.

At the second stage, in order to obtain information about the children's play not only in the conditions of a preschool institution, but also at home, a survey of parents of children from the senior group No. 3 of kindergarten No. 46 was organized. The goal was to identify the attitude of parents to children's games, as well as the attitude of children to the game , their preferences in choosing the theme of the game and the partner in the game at home.

Analysis of the survey results showed the following.

Only 20 parents participated in the survey.

Most of the parents who took part in the survey are women: 17 or 85%. To the second question, parents answered that, if possible, they take part in children's games every day (50%), three or four times a week (35%), but some note that they do not have enough time to play with their child (15%). It turned out that parents devote more than an hour a day (15%) to playing together with their child, 6 people (30%) spend 1 hour a day playing together with their children, 8 people (40%) and 3 person (15%) - 15 minutes a day.

The majority (15 parents - 75%) of the respondents believe that the game is a way of communication. 11 people (55%) see the game as entertainment. The game as a "means of self-expression" is seen by 8 people (40%). 6 parents (30%) understand that this is a way for a child to learn social experience. And only 20% (4 people) consider the game to be the leading activity. No one considers the game to be an empty pastime. Also, 35% of parents admitted that during the games the child has conflicts.

To the question of the survey: “What role-playing games do your children prefer to play?” the following results were obtained. At home, children play “bank, post office”, school (5%, 1 person), games in “museum, theater, circus” and space (10% - 2 people), travel games, theatrical games (20% - 4 people), games based on fairy tales, performance games, (15% - 3 people). In addition, 9 people (45%) answered that their children play games based on imitation of TV screen characters. 40% of parents (8 people) answered that children play in the store, play with animals, play with vehicles. 35% of children prefer to play "family" and school, while only 25% play in kindergarten, "Barbie", hospital, cafe and hairdresser. Also, the children of 30% parents play war games and rescue service.

To the question “What influences your child’s choice of the plot of the game?” 14 parents, or 70%, believe that the choice of plot in the game is influenced by the appearance of a new toy, as well as new experiences (walks, excursions). Watched TV programs, as 65% or 13 respondents believe. About half of the parents (9 people or 45%) believe that the choice of plot is influenced by the experience gained by the children. 6 people tend to think that computer games and works read to children. 7 respondents (35%) - their professional activities have an influence. Only 3 people or 15% offer their children the plot of the game, and 10% think that dramatization games have an impact.

The initiator of joint play is more often the child himself (75%).

When asked if parents played the games their children play and if they differed, more than half (55%) of the respondents answered that they differed significantly in content, roles, toys, duration and plots. They were based on their own experience and were mainly held on the street. Three (15%) of the parents surveyed believe that the game of today's children has remained the same. Six parents (30%) noted that games have changed in part.

Based on the results of the answers, it can be concluded that parents generally understand the importance of the game in the life of the child, considering the game as a way of communication, entertainment or self-expression of the child. Since they imply the "performance" by children of certain social roles of adults. However, a small part knows about the leading role of play in the development of children. Most parents pay attention and set aside time for joint games with children.

At the same time, the initiative of the child himself to play is more often noted, and the heroes of the television screen become the plots of the games. The next place is occupied by traditional family games, a shop, a cafe and others. In the present, we consider that the main thing in choosing a plot is a new toy, new impressions and TV shows watched.

Some parents understand that the game of preschool children is in many ways different from their ideas about the games they played in their childhood, but at the same time, others notice that the changes are associated with the appearance of new heroes, with new toys, but the games are the same, like before.

Thus, the data obtained coincide both with the generally accepted norms for the plots of role-playing games, and with the modern opinion of psychologists about them.

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ANALYSIS OF THE GUIDANCE OF THE PLOT-ROLE PLAY

Role-playing game: "Let's ride dolls in a car"

Group: second junior

1. Place in the daily routine: first half of the day, after a walk.

2. Creation of a subject-developing environment for this game: a set of building material (cubes, plates, bricks), rudders 2 pcs (toys were used - substitutes: a ring from a pyramid), dolls, a car was built in advance in the building corner.

3. Management techniques aimed at enriching the content of the games: preliminary work (they watched the cars during the walk, after the walk they had a conversation and asked questions during reinforcement: “What cars did you see?”, “What did they carry?”, “What is the name of the person’s profession, who controls the machine? ”, As well as the construction of the machine in the design classes, the direct participation of the educator in the game, questions aimed at prompting the children about the possible implementation of the plan.

4. Techniques that encourage children to start the game: a surprise moment, joint construction of buildings with children, showing design techniques, singing a song about a driver.

5. Techniques for teaching gaming skills: the teacher, asking questions “Arseny, do you want to be a driver?”, And the affirmative sentence “Artyom, will you also be a driver?” gave them a clear direction to play the role of a driver in the game, the educator tossed ideas, and prompts were used: “Look, Arseniy, more mothers (girls) came to you, they also want to drive their daughters”, gradually fixing the girls’ attention on the similarity of their actions with the actions of adults.

6. Techniques aimed at the formation of real and playful relationships: boys, holding the steering wheel in their hands, imitated their dads, and girls, holding dolls, imitated their mothers, and the actions that they performed in the game conveyed elements of the behavior of those persons who were in life .

theatrical game "Teremok" in the middle group.

1. Place in the daily routine: in the morning, before the walk.

2. Creation of a subject-developing environment for this game: a model of a tower, costumes for each character of a fairy tale (hats - masks), chairs for spectators, paper tickets.

3. The teacher with interest, actively and vividly told the children how she herself went to the theater and that it was very beautiful there and she liked it, and she began to involve the children in the conversation herself: there are actors, decorators, cashiers, ushers and the children gladly wanted to play theatre.

4. Management techniques aimed at recalling a work of art: a preliminary conversation was held on the content of the fairy tale, questions were asked about the characteristics of the characters, roles were distributed, those who could better play the roles were chosen for the first game (served as a model for others), other guys were spectators, then they switched roles.

5. Techniques for teaching playing skills: stage sketches were used over voice, gestures, the educator herself acted as the author (grandmother - storyteller).

Construction game in the second junior group: "We make Easter cakes."

1. Place in the daily routine: on a walk.

2. Creation of a subject-developing environment for this game: sand, various molds.

3. The choice of the theme of the building: the manufacture of Easter cakes and cakes.

4. Demonstration of individual design methods: sculpting with molds and clumping, the show was carried out according to the model, first the teacher showed the actions, then the children performed, and the teacher helped those who could not cope.

5. Additional material was used: buckets where there was water, pebbles, grass, leaves for decorating crafts.

6. Methods for teaching design: the show was carried out according to the model, first the teacher showed the actions, then the children performed, and the teacher helped those who could not cope.

Didactic game "Doll Katya has lunch" in the second junior

1. Suggestion of the game: brings a box into the group in which the Katya doll is hidden, uses a surprise moment.

2. Explanation of the rules: the teacher tells the children that they need to correctly find and select dishes for dinner, if they choose correctly, clap their hands, if not, threaten with a finger.

3. Monitoring the implementation of learning tasks: carefully monitors the actions of the children, asks questions, if anyone finds it difficult, helps to name the item of dishes.

4. Maintaining interest in the game: children not only have to choose the right item of dishes and name it, but also arrange the dishes beautifully on the table, not forgetting to lay a tablecloth and put a glass with napkins

5.Organized game ending: when all the actions are completed, the Katya doll thanks the guys for setting the table for her and they wish the doll a good appetite, then the teacher invites one of the children to feed Katya and remove everything from the table.

Task number 2

Game Theme: role-playing game "School".

Age group: preparatory.

Place of the game in the mode of the day: first half of the day, in the morning.

Form of organization: subgroup, 3 people - determined by sympathy (girlfriends).

Target: teach children to independently distribute roles and act according to the role they have assumed. Understand the imaginary situation and act in accordance with it. To expand the scope of the child's social activity and his ideas about the life of the school, giving him the opportunity to occupy various positions of adults and children (teacher - student - director of the school).

Preliminary work: excursion to the school (went for an interview), conversation.

Play equipment: school supplies (notebooks and pens), didactic material in mathematics; a piece of chalk; pointer, tables.

Techniques to motivate children:“Guys, did you like it at school? Do you want to play a role-playing game school?” Preliminary work served as a good motivation, as they gladly agreed to play.

Ways to teach gaming skills: introduction of new roles (the director asked me to be in the role), tossing ideas (lesson, recess, going home), questions.

questions to the children: what did we do today? - Did you play well? What did you like the most and what didn't you like? She praised the children who excelled and said that everyone did their best, well done, for the shortcomings - she pointed out to the girl Albina (teacher) what she should practice. She asked to remove all the attributes for the game in place.

Introspection

1. Preparation for conducting a role-playing game consisted in the availability of appropriate game material, the definition of a specific game situation (mathematics lesson), preliminary work and goal setting.

2. The entire planned game situation has been completed in full.

3. The girls were especially good at playing the role of students (correct posture at the tables - desks, raising their hands when answering, correctly solving examples, using polite words), and the girl playing the role of a teacher was good at portraying the behavior of the teacher (there was strictness, she wrote confidently examples on the blackboard), but, however, the embarrassment was not significantly noticeable, the speech was quiet.

4. My help was required in the development of the further plot, prompted some actions.

5. In the future, play the role-playing game "School" more often and come up with other more complex game situations (September 1 - a solemn ruler, a parent meeting) so that you are more confident in your actions.

Game Theme: theatrical game "Kurochka Ryaba"

Age group: second youngest.

Place of the game in the mode of the day: 1 half day.

Form of organization: frontal.

Target: recall the content of the Russian folk tale "Ryaba the Hen", arouse interest in theatrical activities; create an emotionally positive climate in the group; to please the children; develop the ability to follow the actions of fairy-tale characters.

Play equipment: screen, puppet theater: grandmother, grandfather, chicken, mouse, egg.

Techniques to motivate children: artistic word (Behind the step, the step - There will be a ladder, Put the word foldedly - there will be a song, And the ring on the ring - There will be a vase. Sit with me on the porch, Listen to the fairy tale), making a beautiful box where the heroes of the fairy tale were hidden.

First, a demonstration of puppetry methods on the table (how they put on the hand, on which fingers, smooth driving of the puppets is necessary), stage sketches: show how the grandfather cries, depict how the mouse squeaks, and how the chicken cackles.

Methods for evaluating children's activities: praised the children for listening carefully and following the actions of the puppets, asking questions and tasks after the game: what heroes were present?, what hero did you like?.

Introspection

1. Preparation for the construction game consisted in the selection of a game appropriate for a given age and the definition of a goal, as well as the selection of material and venue for this game, and the development of motivation.

2. Everything that I planned was carried out completely, the goals set were achieved, a good result was obtained.

3. The guys built a fence for animals with interest and were imbued with this game and even continued to play this game. There was a positive attitude towards the game.

4. My help was required only to correctly show the construction techniques to the children and interest them.

5. She pointed out to herself for the future that the building game is useful for children of this age, as it develops coherent speech, attention, logic, perseverance.

Game Theme: didactic game "Doll Katya woke up."

Age group: second junior group.

Place of the game in the mode of the day: 1 half, in the morning.

Form of organization: frontal

Target: consolidate children's knowledge about the name of the doll's clothes: T-shirt, panties, dress, shoes, socks; about the sequence of the dressing process; exercise in the actions of dressing the doll; activate the speech of children; cultivate a caring attitude towards the doll.

Play equipment: 2 dolls: big and small, clothes, bed.

Techniques to motivate children: surprise moment.

Techniques for teaching gaming skills: select the right clothes (according to the size of the doll), name the clothes, put clothes on the dolls in the correct sequence, a visual explanation of the entire course of the game in the process of joint activities.

Methods for evaluating children's activities: praise, I tell the children: “Here Tanya and Katya are dressed, now they are ready to do gymnastics and have breakfast, I outline a further perspective for the independent play of children with dolls.

Review.

Dokuchaeva Ekaterina Vladimirovna proved to be a competent specialist. The speech was crisp, clear, expressive. The game subject-spatial environment was created in accordance with the age of the children. In all games there was a good, competent game situation. In the role-playing game, an introductory conversation was held on the content of the game. A trial run was made in the didactic game, a clear and detailed demonstration of the construction method was carried out in the construction game, a demonstration of the methods of puppetry and work with puppets was demonstrated in the theatrical game, a variety of interesting game roles and situations were offered in the role-playing game. Ekaterina Vladimirovna showed herself on the positive side, showed creativity, ingenuity, in the didactic game she identified the problem and competently managed to eliminate it. In each game played, the children had interest, joy, excitement, a desire to complete the task, the children were attentive and focused.

Task number 3

Task number 4

Task number 5.

Topic: " Let's put the toys in their places"

Type of work: household

Age group: younger

Place of work during the day: morning, before breakfast.

Form of organization: order.

Target: training in the simplest labor skills and abilities; to bring the work begun to the end and develop the habit of putting each toy in its place, cultivating interest in work.

Equipment: scattered toys.

Techniques to motivate children: surprise moment. I say: “Masha’s doll will come to visit us now, and she’ll see how we can quickly remove the toys and put them beautifully in their places (Masha’s doll arrives in the group, put her on a chair and explain to the guys that she will look at our job).

show with explanation, conversation, questions and answers, joint action with the child.

Methods for evaluating children's activities: positive evaluation, encouragement.

Introspection.

1. Preparation for this work consisted in thinking over the motivation, and creating all the conditions for a successful start and completion of the work begun.

2. Everything planned was carried out in full.

3. Everything that I planned turned out, the guys willingly agreed to remove the toys and put them in their places, and also finished the work they had begun to the end, throughout the work, the children's interest in this labor activity was maintained.

4. My help was required in the correct presentation of motivation and joint performance of actions with children.

5. For the future, I would like to note that it is imperative to give instructions to children at a younger age, as it stimulates children to carry out subsequent types of work and fosters interest in work, and they also become more confident in their actions.

Topic: " Let's help our indoor flowers"

Type of work: labor in nature

Age group: older.

Place of work during the day: morning, before breakfast.

Form of organization: duty in the corner of nature.

Target: to consolidate children's knowledge about the methods of caring for indoor plants, about the sequence of work. Systematize children's knowledge about indoor plants, continue to instill the necessary knowledge to care for them. To instill interest, develop curiosity and a desire to care for plants, bring up responsibility for the task assigned and the ability to bring the matter to the end.

Equipment: rags, sticks for loosening, watering cans, spray gun, scissors.

Techniques to motivate children: telegram from the flower fairy. “Guys, in the morning I received a telegram (I print and read the contents) from the flower fairy, she saw that our flowers were dusty and the earth was dry, and the leaves, and asked for help, and since you are already big guys, I think you can handle it.

Work skills training methods: I give advice and instructions (loosen the ground around the flower, pour water carefully, you need to spray not only from above, from the side, but also from below); I ask questions: “And what flowers do you need to pour water only into the pan ?, what flowers do you still know?”

Methods for evaluating children's activities: I encourage and give an analysis of the result of the work performed, correctly pointing out the shortcomings.

Introspection.

1. Preparation for carrying out this labor activity consisted in preparing equipment, setting a goal, creating motivation.

3. In general, everything worked out, only the boys were not very accurate (they filled the flower and crumbled the earth when loosening).

4. It turned out to be especially interesting for them, when doing work, the children were polite, helped each other.

5. For the future, she noted that it is necessary to constantly include some kind of work in the daily plan, because the guys learn to interact with each other, help their comrades, bring the work they have started to the end, interest, excitement and desire, curiosity develop, and love is also instilled to work, which means they will grow up worthy people!

Topic:"Let's clear the trash alley"

Type of work: labor in nature

Age group: preparatory

Place of work during the day: 1 half day, before lunch.

Form of organization: collective labor (general).

Target: to form in children the ability to work in a team, to arouse an active interest in joint work, a desire to help each other, to teach children to distribute work among themselves in a team, to form the ability to work carefully and bring the work started to the end, to educate children in a friendly attitude to each other and a positive attitude to work.

Equipment: bags, gloves according to the number of children (10), rags for tying broken branches.

Techniques to motivate children: proverbs about labor (labor feeds, but laziness spoils, etc. d), I say: “Guys, what holiday will be soon?” (May 1), let's put things in order around the kindergarten and on the alley, so that all passers-by admire the beauty of nature and praise us.

Work skills training methods: I explain what needs to be done and how to do it (when tying the branches, one child needs to carefully lift the branch, and tie it up to the other; keep the bag carefully, carry the branches to a certain place), give explanations, instructions, remember the rules of behavior on the street (do not push, do not run out on the roadway, do not run). She provided a little help in the distribution of duties (Misha and Vova carry a bag, and Dasha, Ulya, Oksana, Alice, Varya put the garbage, the rest help).

Methods for evaluating children's activities: Well done boys! Look how beautiful, clean and comfortable it has become near the kindergarten, passers-by will not be able to take their eyes off the tidying up done by us. At the end, I'll distribute candy.

Introspection.

1. Preparation for the event consisted in the preparation of equipment

2. Everything planned was carried out.

3. Especially it turned out to motivate the children, they got down to business with joy and great interest, their eyes lit up, they helped each other, there was a great desire to work (they did the job very quickly, no one stood still, everyone moved with pleasure and each of the children wanted to do something more to be noticed and praised).

4. My help consisted only in the preparation of equipment and the distribution of responsibilities.

5. For the future, I gave myself an attitude that I would continue to act in the same way, and every year I would clean up the area around the kindergarten together with the children and involve them more in work. Working with children brought me a lot of positive emotions.

Review.

In the course of working with children, Dokuchaeva Ekaterina Vladimirovna showed herself on the positive side. She prepared the necessary equipment and material, the structure of the event was observed; the work motivation corresponding to the age of the children was also selected. In the younger group, children were competently shown the sequence of labor actions, joint work was carried out with children in accordance with the level of development of children's labor skills. In the preparatory and senior group, assistance was provided in the distribution of responsibilities. Dokuchaeva E. V took an active part in joint labor activity and gave a competent assessment of the results of children's work in accordance with motivation.

Task number 6

Purpose of observation: identify which skills the child has developed more.

Surname and age of the child: Farin Matvey, 5 years and 6 months

Time and place of work: 1 half day

Stroke: I suggest that children work with flowers (water, loosen, sprinkle and cut dry leaves). Matvey gladly accepts my offer, but says, what should I do?, then asks Roma to bring him a watering can. During work, he politely asks for help from other guys, performs the actions correctly, but not neatly (in a hurry, often distracted). Shows initiative, but desire and zeal are not felt. He himself determines the sequence of labor actions, but does not complete the work he has begun (he ran away to play cars with the boys) and did not clean up the equipment, but he assessed his result: “How beautiful the flowers have become.”

No. p / p	Indicators of labor skills	Present	Missing
1.	Ability to accept the purpose of work:
	- accepts social motivation	+
	- brings the job to the end		+
2.	The nature of labor actions:
	- independently performs		+
	-performs correctly	+
	-carries out carefully		+
3.	Attitude to the labor process:
	- shows initiative	+
	- performs the task with desire		+
4.	Ability to plan work
	- independently prepares and cleans equipment		+
	- determines the sequence of labor operations	+
	- Evaluate your results	+

Conclusion: Farin Matvey has the best formed labor skills: the ability to plan work, but the attitude to the labor process and the ability to accept the purpose of labor are not fully formed; labor skills are less developed: the nature of labor actions. I suppose that Matvey needed a strong and interesting motivation in order to have a desire to work, and to bring the matter to the end, not to be distracted.

Task number 7.

drawing

Topic:"The sun is shining"

Age group: younger

Form of organization: frontally

Location during the day: 2nd half of the day

Target: Continue to develop the ability to draw rounded closed lines, improve hand-eye coordination, limit hand movement, draw the sun in the middle of the sheet. Exercise in the ability to hold the brush correctly, do not squeeze too hard, easily drive over the paper, dip the bristle of the brush into the paint. Learn to work neatly and cleanly. Cultivate the desire to draw and aesthetic feelings.

Preparatory work: watching the sun on a walk, drawing rounded shapes (a ball, a ball of thread for grandmothers, snowballs). Examining illustrations. Reading nursery rhymes about the sun, poems about the sun. Reading the fairy tale by K. I. Chukovsky "The Stolen Sun".

Equipment:½ sheet of paper, gouache, brush, non-spill. Sun pattern.

Motivation techniques: reading an excerpt by K. I. Chukovsky: aroused pity in children (crying, waiting for help).

a visual method (a sample of the sun, then I myself explain to the children and draw the sun on a sheet of paper); practical method (imitation in the air, then on a sheet with a dry brush); verbal method (I use questions, I make a hint, for those children who are having difficulty); game method (game "Sun and rain").

encouragement (I praise each child for their work), I make a photo exhibition.

GCD progress.

I: The sun walked across the sky, and ran behind a cloud.
The hare looked out the window, it became dark for the hare.

And magpies - White-sided, galloped through the fields,
They shouted to the cranes: “Woe! Woe! Crocodile
Swallowed the sun in the sky! Darkness has come.
Do not go outside the gate: who got into the street -
Got lost and lost.

What fairy tale is this from?

Children: Stolen sun.

I: That's right, this is an excerpt from the fairy tale by K. I. Chukovsky "The Stolen Sun".

Let's help the poor animals. It's very bad without the sun.

The gray sparrow cries: “Come out, sunshine, hurry up!
It’s a shame for us without the sun - we can’t see a grain in the field!

Bunnies are crying, on the lawn: Lost, poor, out of the way,
They can't get home.

I: Let's help them?

Children: Yes.

I: Let's play the game "Sun and Rain" with you.

I: What sun?

Children: round, yellow

I: That's right, the sun is round, yellow. But sometimes it is also red. Listen to the joke:

Sunshine, sunshine, look out the window!
Sun, dress up, red, show yourself!
I: See how I will draw the sun. I dip the brush into yellow paint and the brush runs in a circle. This is how round the sun turned out. First we will draw the sun in the air. With what hand do we draw?

Children: right hand.

I: Well done, raised your right hand with a brush and draw a round sun in the air. Let's look at the hand. Now let's draw with a dry brush on paper, without paint.

And now we open yellow gouache, pick up paint on a brush. And we start drawing. What gouache will we paint with?

Children: Yellow gouache.

I: That's right, well done. While working with children, remind them how to hold the brush correctly.

I: Look how many cheerful and bright suns we have drawn. The group became even brighter.

ran through the bushes
By birch leaves.
Hello golden sun!
Hello blue sky!

The birds began to chirp
Fly for insects.
Have become bunnies,
On the lawn,
Roll and jump.

Happy bunnies and squirrels,
Happy boys and girls.

I: Here are some fellows, they tried from the bottom of their hearts. And now the sun will again shine brighter in the sky.

Introspection.

1. Preparation for the GCD consisted in observing the sun on a walk, a conversation was held, making a sample - the sun, reading the passage "Stolen Sun", preparing equipment and choosing a topic, selecting material.

2. Everything was successfully carried out, the tasks were completed in full.

3. Everything turned out well, the children did the work with interest, they beautifully drew the sun (circle), only one boy had a bad sun (circle), the fine motor skills of the hands were slightly developed and there were not enough skills, since he had just started attending kindergarten.

4. I helped some children in drawing the sun, gave recommendations, advice, as well as in the design of the sun: eyes, cilia, eyebrows, cheeks.

5. I took note of the need for individual work with that boy (Kostya Biryukov) who has poorly developed motor skills.

Type of productive activity: modeling, plastinography.

Topic:"Tsvetik - Semitsvetik"

Age group: older - preparatory

Form of organization: frontal

Location during the day: 2 half

Target: Continue to teach children how to smear (in different directions); teach children to use several colors of plasticine in their work; develop fine motor skills of fingers; to consolidate the ability to work along the contour, to develop children's creativity.

Preparatory work: reading the fairy tale by V. Kataev "Flower - Semitsvetik", looking at illustrations.

Equipment: oilcloth napkin, board, plasticine, wet napkin and dry napkin, blank - thick white cardboard, with a printed flower pattern, a finished flower - a sample, album sheets according to the number of children, beads for decoration.

Motivation techniques: analysis of the work, the flower sample itself.

Productive Skills Training: work along the contour, the use of several colors of plasticine, smearing plasticine with a thin layer.

Evaluation of the results of productive activities of children: encouragement and analysis of work.

Synopsis of GCD on modeling “Flower-Semitsvetik” (senior group) GCD course: I: Guys, we recently read the fairy tale "Flower - Semitsvetik". Let's remember what it is about? Children: Answers. I: That's right guys. This tale is about dreams and about a good, noble deed. Each of us has dreams, desires. And today, each of you will make a "Flower - Semitsvetik" for yourself, and maybe give it to someone who needs it more, but you must promise me that your wishes will be good! Children: Answers I: Look carefully, there is a simple white flower in front of you, but as soon as you circle it and “color” it with plasticine, it will become magical! I: Guys, make your flower beautiful and bright! I show and explain, look, my flower has a yellow center. Cut off a piece of yellow plasticine in a stack and “paint over” the middle. Well done, you are doing well, now we will “paint over” the petals. I: Guys, I remind you that after working with one color of plasticine, you need to wipe your fingers and stack with a napkin. I: Now cut off a piece of pink plasticine and “paint over” the top petal. Now let's paint over the purple petal. What good fellows you are, you are doing very well! Let's take a break. Stand at your chair and get your hands ready. Fizminutka: Fly, fly, petal (palms together, fingers of the right and left palms through the west to the east, in turn press each other). Through the north, through the south, (palms together, twist them up, down). Come back, make a circle. (Palms together, make a circle with them) As soon as you touch the ground (lower down, moving your fingers). To be in my opinion led. (Raise your hands above your head, moving your fingers). I: Guys, have a seat. Let's finish the flowers. Do you understand how to “paint over” the petals? Children: yes, sure. I: I will put my flower in the most visible place so that you can see what color the petals and stem should be. Children finish their flowers, show me, each other, decorate it, and together we choose the most accurate and beautiful flower. I: Guys, well done, you all did it. Look at your "Flowers - Semitsvetiki", how beautiful they are. And do not forget that it depends only on you which flower you will have - evil or good, and now think to whom each of you will give your flower - a seven-flower.

Introspection.

1. Preparation for the GCD consisted of a preliminary conversation, reading a fairy tale, preparing equipment and materials, making templates and samples.

2. Everything planned was carried out successfully.

3. Managed to captivate the children and interest. The work was done with great enthusiasm.

4. My help was needed in encouragement, praise, little advice.

5. More often to conduct classes in plasticineography, children really like it and it is useful for the development of fine motor skills of the hands, which is useful at school for writing.

Type of productive activity: application.

Topic:"Salute of Victory".

Age group: older - preparatory.

Form of organization: frontal.

Location during the day: 2 half

Target: To consolidate and expand knowledge about the Victory Day holiday. To teach a sensitive, benevolent attitude, to encourage children to moral deeds, to cultivate a sense of respect for people, goodwill. To instill a sense of patriotism, love for one's Motherland, respect for veterans of the V.O.V, a desire to take care of them. To consolidate the ability of children to create an image using the “mosaic” technique, to achieve high-quality performance of the task, to develop the creative abilities of children, hand motor skills.

Preparatory work: Examination and discussion of illustrations about V. O. V. Reading stories and poems about the war. Learning songs, poems about V. O. V., about Victory Day. Listening to songs of the war years.

Equipment: a video recording of the fireworks, a flash drive, a tape recorder, a TV set, dark colored cardboard, glue, a napkin, a damp sponge, an earpick, a simple pencil for each child, double-sided colored paper, pre-cut into squares or rectangles about 0.5 cm in size.

Motivation techniques: conversation, non-traditional “mosaic” technique (children really like it).

Productive Skills Training: non-traditional technique "mosaic"; initial demonstration (reminder) of the mosaic technique, explanation.

Evaluation of the results of productive activities of children: praise and evaluation.

Abstract of the GCD on the application in an unconventional form “Salute of Victory” (older - preparatory group) Course of the lesson: Me: On May 9, our people celebrate one of their favorite holidays. What holiday is it? D: This holiday is Victory Day. This is the day when the Great Patriotic War ended. This is the day when war veterans are congratulated. I: Correctly. After all, it’s not without reason that the song says that “this is a holiday, with tears in our eyes,” because we rejoice that there is no war, we are proud of the great Victory and our army, and at the same time we sadly remember the fallen heroes. In honor of the Great Victory and in memory of the fallen soldiers in the cities on May 9, a festive salute is thundering - the Victory salute. Salute is the saluting of fireworks and shots to commemorate a solemn date. There are also fireworks in our village, you, of course, saw it. What do fireworks look like? D: Flashes are like a flower. The salute is like an open umbrella. Fireworks flash like a palm tree. Salute is like a fountain. Physical education:"Salute" Everything was quiet, and suddenly - salute! Salute! (Raise hands, open fingers like a fan) Rockets flared up in the sky here and there! (Wave hands to the right - to the left) Above the square, above the roofs, Above the festive Moscow (sit down - stand up) The living fountain soars higher and higher than the lights! (sit down - stand up) On the street, on the street everyone happily runs (easy running in place) Shouting “Hurrah! ”, Admire the festive fireworks (shout “cheers”, wave your hands over your head. I: Today I want to invite you to prepare a gift that you can give to relatives or veterans for the holiday. This postcard, made in the technique of "mosaic", is called "Salute of Victory. ” (sample display). This is how I saw fireworks. What will be your salute, we will see everything together at the end of the lesson. You are already familiar with the mosaic technique. I remind you of the sequence, explain and show: first, with a simple pencil, you will draw a flash of fireworks. Then you need to apply glue to the drawing. I want to draw your attention to the fact that the glue is not applied to the entire image, but only to a separate area. Then, using an ear cleaner, we apply the details of the mosaic to the glue. How it's done? (children's answers). That's right, we dip one end of the stick into a damp sponge and take a piece of the mosaic with the same end and apply it to the glue. When the work is finished, you need to blot it gently with a napkin. I remove the sample before the independent work of the children. The independent work of children takes place to quiet music - songs of the war years are heard. At the end of the lesson, I hang all the work on the stand. I: What bright and varied works turned out today! I think that everyone will like your gifts very much. And now I propose to see what kind of fireworks are in the main city of our Motherland - in Moscow. (view video clip).

Introspection.

1. Preparation for the GCD consisted of preparing equipment and a set of materials, in a preliminary conversation, showing illustrations, reading poetry, listening to military songs and showing a video recording of a salute.

2. Everything planned was accomplished.

3. Everything that was planned was done. The goal was achieved, the guys are happy, they really liked this technique.

4. My help was required in the reminder and the initial demonstration of this technique and to properly organize the guys and get them interested.

5. For the future, I would like to try some other new, interesting techniques for the application.

Attachment 1

10. End of the game.

eliminated?

Analysis of the observation of children's play activities

Management techniques for role-playing games used by the educator.

1. What techniques did the teacher use to develop the role-playing game;

Expanded the ideas of children (through stories, reading a book, looking at illustrations, conducting a didactic game);

I was interested: “What are you playing?”;

Offered new game actions;

Offered new roles;

He brought in additional equipment or offered to make it together with the children;

Offered new game situations;

He gave direct instructions for action: “Feed the doll”, “Turn the steering wheel”;

Asked questions that guided the development of the game;

He took on the main (secondary) role and thus directed the game;

Evaluated (analyzed) the game;

2. What methods did the teacher use to form the relationship of children during the game?

Involved timid, shy children in the game (through the direct offer "Take to play", by introducing a new role);

He organized around himself a team for the game;

Encouraged children to independently negotiate (about the distribution of roles, about toys);

Prevented or eliminated emerging conflicts (because of toys, because of roles, because of the implementation of the rules);

Encouraged children to combine different games with each other;

Used some other methods.

Game activities for children in the 2nd half of the day.

1. Preparation of the educator and game activities.

2. Types of games, their role and place in educational work with the group.

3. Features of the game material in each age group and its location.

4. Conditions for games: availability of games, game material; how much time was allotted for games.

5. The beginning of gaming activity, the emergence of a role-playing game.

6. The theme of the games, their content, duration, the attitude of children to various types of games.

7. The state of gaming skills and abilities. Game culture.

8. As an educator, he uses game activity to form moral traits, character, moral, volitional qualities of a person (reception of leadership, use of the game as a means of moral education).

9. Management techniques for different types of games.

10. End of the game.

Desktop printed games.

1. The name of the game. What type of so-printed games does it belong to.

2. Educational value of the game.

3. In which group can it be used and why?

4. Explain the rules of the game and come up with a new version of the games.

Scheme for the analysis of children's play.

1. Did the game bring joy to the children?

2. Reasons for the achieved result - preparation for the game:

Game planning (does the program content correspond to the age and developmental level of children, does the program content reflect the comprehensive management of the game;

Creation of conditions (what time is allotted in the daily routine, is there a special place in the group, how is the game equipped);

Preparing children;

Who initiated the game?

Whether there was a preparatory period of the game in accordance with the age;

Are the children independent during the game or the game develops with the participation of the educator;

What was the leadership of the game on the part of the educator (techniques, directions);

Did the educator suppress the children with his interference?

Children's activities in the game;

How was the task of developing children's creativity, initiative, and imagination solved?

How the game was finished - in an organized or unexpected way;

How the analysis was done.

3. How would you manage this game?

Building material games.

1. Correspondence of the tasks set to the age characteristics of children.

2. What preparatory work was carried out before the game, its expediency?

3. What building material was used in the game (specially created, natural, auxiliary).

4. Methods and techniques for stimulating and motivating the game.

5. The effectiveness of methodological techniques used during the game and to complete it.

6. What type of construction was used during the game, its age appropriateness, expediency:

A) on a given topic;

B) by design

B) according to the conditions;

D) according to models.

7. Place and time for the game.

8. Associations of children.

9. What conditions were created for playing with buildings.

10. Educational orientation of the game.

Appendix 2

EXAMPLE OF THE PLAN-SUMMARY OF THE ORGANIZATION OF A STORY-ROLE PLAYING GAME

Topic: Salon

Age: middle group.

Program content:

Educational: to expand children's knowledge about social life, about the profession, the appointment of the profession of a hairdresser; to improve the ability of children to invent and develop actions in the game;

Developing: to promote the development of children's creativity in inventing the plot of the game, thereby developing interest in enriching the game plot, attracting more children to the game;

Educational: to cultivate a positive attitude towards professions, to actions and results in the game, to form friendly relations in the group, to promote team building and play “together”;

Game Development Tasks:

To form the ability to change role behavior in accordance with the different roles of partners; to outline the game role and designate it for partners in the process of deploying the game; act independently in accordance with the game plan, the ability to select a place, pick up toys, attributes, combine several game actions into one plot; develop the story based on the knowledge gained.

Tasks of moral education: develop the ability to reckon with the interests of comrades, to provide all possible assistance; to develop the ability to objectively evaluate the actions of partners, to subordinate their behavior to the rules, to distribute roles without conflict, to show friendly relationships.

Reception methods:

a story with illustrations, a conversation, a demonstration of the actions of combing, putting the dolls in order in a group in individual work, creating a subject-game environment, introducing game material, indirectly managing the game.

Equipment:

Photos of the hairdresser at work, an illustration with Petya and Seryozha (for reading a poem by S. Marshak), a hairdresser's corner, combs, bottles, the use of substitute objects (cubes, sticks ...), a telephone, a toy TV, a catalog of hairstyles.

Vocabulary work:

Forceps, types of haircuts, perm, beautician, makeup artist.

Roles:

Hairdresser, assistants, visitors, beauticians, masseurs.

Main storylines:

The choice of actions by children (combing, haircut, shampooing, curling, coloring, etc.)

Invitation to visit other types of services: make-up artist.

Involvement of new roles, actions in the game: sweeping the floor, a trip for new paints, scissors.

Game progress:

TV announces the opening of a new barbershop:

"Attention! Attention! A new hairdressing salon has opened in our kindergarten group, it employs specialists in their field! They are happy to welcome everyone!

And the services are very different:

creation of hairstyles for the holidays, for every day;

haircuts for women, men;

perm, hair coloring;

· In the near future, the hairdresser plans to open both a beauty salon and a massage room.

Do not forget that you can sign up for services by phone: 3-44-55

Come all! Hurry up!

The new barbershop is waiting for you!

Attention! The new barbershop is looking for:

Hairdresser in the women's and men's room

Cosmetologists, make-up artists

contact the new director - Maria Petrovna"

Distribution of roles: The boys show their interest and get a job on their own. Indirect guidance may consist of an offer to do an internship next to a specialist; ask the director to replace an employee who is on makeup leave.

On the street, a clown knocks on the window, asks to be let in! He comes in and says that he came at the announcement of the opening of a new hairdresser. He says that he did not have time to comb his hair, but he has a performance at the circus today! He asks to help the children.

The guys offer to do their hair, the clown suggests actions - he wants to dye his hair, cut his hair. Giving explanations to the hairdresser, children observe, fulfill their roles, and come up with new ones.

The clown thanks the hairdressers. Paying off. He invites all children to make beautiful mischievous hairstyles, because. he invites them to the circus.

Celebrates the work of masters, beautiful hairstyles. At the end of the role-playing game with the guys, the clown conducts various games, shows tricks, and plays.

In the second half of the day, a letter from the clown arrives in the group! In it, he thanks the hairdressers for their excellent work. All the audience liked the hairstyle. And he offers to make a magazine - to come up with and draw hairstyles, makeup, a costume for the holidays.

Game progress.

Like from our village

The trail freezes along the edge,

Blizzard ruffled,

Snow-covered.

All day the blizzard sweeps

Weaves good stories.

A blizzard wove into a braid -

The story will be about Lisa.

Guys, today we will play the fairy tale "Zayushkina hut". We have read this story many times before. you all know the content. Can you tell me what are the main characters in this story? That's right, a fox, a hare and a rooster. What other characters are in this story? That's right, dogs, wolf, bear, bull.

We will have Elvina as a fox, Adeline as a hare, Rail as a rooster, Egor and Airat as dogs, Amir as a bear, Marseille as a bull, and Alyosha as a wolf. Take your masks. I will be the author and usher, and the rest of the children will be spectators, take the money.

So, viewers buy tickets! One ticket costs 100 rubles! And do not forget about the rules of conduct in the theater! Who will remind me? Lera, tell me please! That's right, don't talk, sit nice!

Take a seat, so the fairy tale begins!

My hut is light, and yours is dark! Mine is light, yours is dark!

Let me hare, at least to the courtyard to your place!

Hare:- No, fox, I won’t let you in: why did you tease?

The next day, the fox asks again:

Fox:- Let me, hare, on the porch.

Hare:

Fox:- Let me go, hare, into the hut.

Hare:- No, I won't let you go: why did you tease?

A day passed, another - the fox began to drive the hare out of the hut:

Fox:- Get out, oblique! I don't want to live with you!

Dogs:- Tyaf, tyaf, tyaf! What the fuck are you crying about?

Hare:

Don't cry, bunny, they say dogs. - We'll kick her out.

Hare:- No, don't kick me out!

No, let's get out!

Went to the hut.

Dogs:- Tyaf, tyaf, tyaf! Go, fox, get out!

And she told them from the oven:

The dogs got scared and ran away. Again the bunny sits and cries. Goes by wolf:

What the fuck are you crying about?

How can I not cry? I had a bast hut, and the fox had an ice hut. Spring came. the fox's hut melted. She asked me to come, but she kicked me out.

wolf- I'll kick her out.

No, you won't get kicked out! They drove the dogs - they didn’t kick them out, and you won’t kick them out.

No, I'll kick you out!

Uyyy... Uyyy... Go, fox, get out!

And she from the oven:

As I jump out, as I jump out - shreds will go along the back streets!

The wolf got scared and ran away.

Here the hare sits and cries again. Goes old bear:

What are you, bunny, crying about?

How can I, bear, not cry? I had a bast hut, and the fox had an ice hut. Spring came. the fox's hut melted. She asked me to come, but she kicked me out.

Don't cry, bunny, says bear,- I'll kick her out.

No, you won't get kicked out! The dogs drove, drove - did not drive out, the gray wolf drove, drove - did not drive out. And you won't get kicked out.

No, I'll kick you out!

The bear went to the hut and growled:

Rrr... rrr... Go, fox, get out!

And she from the oven:

As I jump out, as I jump out - shreds will go along the back streets!

The bear got scared and left.

Again the hare sits and cries. Goes rooster, carries a scythe.

Ku-ka-re-ku! Zainka, what are you crying about?

How can I not cry? I had a bast hut, and the fox had an ice hut. Spring came. the fox's hut melted. She asked me to come, but she kicked me out.

Don't worry, bunny, I'll kick the fox out for you.

No, you won't get kicked out! The dogs drove - did not drive out, the gray wolf drove, drove - did not drive out, the old bear drove, drove - did not drive out. And you won't get kicked out.

The rooster went to the hut: - Ku-ka-re-ku! I walk on my feet, in red boots, I carry a scythe on my shoulders: I want to cut the fox, the fox went from the stove!

The fox heard, got frightened and said: - I'm getting dressed ...

Rooster again: - Ku-ka-re-ku! I walk on my feet, in red boots, I carry a scythe on my shoulders: I want to cut the fox, the fox went from the stove!

BUT Fox says: - I put on a fur coat ...

Rooster for the third time: - Ku-ka-re-ku! I walk on my feet, in red boots, I carry a scythe on my shoulders: I want to cut the fox, the fox went from the stove!

The fox was frightened, jumped off the stove - yes, run. And the hare and the rooster began to live and live.

Here is the end of the tale! Actors, come out together and take a bow! What should the audience do? That's right, clap! Let's applaud our "artists".

Viewers, did you like it? Whose game did you like the most? Why? Who thinks differently?

Well done, guys, I liked all the guys, everyone went into their role, like real actors! Thanks to all!

Appendix 3

Questions for the analysis of gaming technologies in preschool educational institutions

1. Types of games, their role and place in educational work with a group.

2. Features of the game material in each age group and its location: analyze the game corners in the group.

3. Conditions for games: availability of games, game material.

Questions for the analysis of the labor process.

Did the work of children have practical significance?
Compliance of the tasks set with the requirements of the program, as well as the content of the work and the characteristics of the participants.

3. To what extent the forms of organization of children (for collective work - forms of association) correspond to the level of development of their labor activity and experience.

4. Educational value of goal setting and motivation techniques:

a) the effectiveness of these techniques for persuading the necessity and significance of the work;

b) the impact on the feelings of children, expressing the desire to achieve the goal;

c) to what extent the methods of the teacher teach to independently determine the need for work.

5. Parenting in the planning process?

a) what method of planning was chosen by the teacher (the action of preschoolers according to the plan proposed by the teacher, planning on questions, planning - story); does it correspond to the experience of children;

b) whether the content of the plan covers all stages of planning (organization of work, sequence and methods of execution), whether it provides for self-control;

d) in verbal planning, evaluate children's speech.

6. Education in the process of doing work:

b) what moral and volitional qualities are manifested in preschoolers and how the teacher contributes to the consolidation of positive manifestations, how it encourages them;

c) how much the methods of the teacher contribute to the solution of the educational tasks set in this labor process;

7. Evaluation of children's activities;

a) the attitude of children to the result of the activity, the degree of adequacy of the results obtained;

b) what kind of friendly manifestations does the teacher encourage children to do when evaluating the work of comrades, by what methods;

c) how independent children are in evaluating their work, comrades;

d) whether the content of the assessment corresponds to the educational tasks set;

e) what methods are used to develop the ability to evaluate in children; whether the teacher encourages to find the causes of failures, mistakes.

Appendix 4

Part: Final

Let's play a game "Guess what we'll do"

Children with a teacher walk in a circle, say:

We will work with you

Let's not forget the order.

Don't yawn, do it.

And repeat after me.

At the end of the words, everyone stops. The teacher shows any movement. (erases, irons, squeezes, shakes. Hangs up, children repeat, guess the action, naming it.

Application No. 5

Attachment 1

GAMING ACTIVITY ANALYSIS OPTIONS

Scheme of analysis of game activity.

1. Preparation of the educator for gaming activities.

2. Types of games, their role and place in educational work with the group.

3. Features of the game material in each age group and its location.

4. Conditions for games: availability of games, game material; how much time was allotted for games.

5. The beginning of gaming activity, the emergence of a role-playing game.

6. The theme of the games, their content, duration, the attitude of children to various types of games.

7. The state of gaming skills and abilities. Game culture.

8. As an educator, he uses game activity to form moral traits, character, moral, volitional qualities of a person (reception of leadership, use of the game as a means of moral education).

9. Management techniques for different types of games.

10. End of the game.

Questions for the analysis of role-playing games of the educator.

1. Who initiated the game?

2. Did the children plan ahead of time?

3. How many children participated in the game?

4. What were the roles and how were they distributed?

5. What game actions did the children perform in accordance with the roles?

6. What did the children prefer during the game; actions with objects or relationships with people?

7. What new game situations were invented during the game?

8. How long did the game last?

9. Is this game related to other children's games?

10. How did the game end: organized or unexpected? Did the children discuss the course of the game after it was over?

11. Are the children independent in the development of the game, or did it develop with the participation of the teacher?

12. Is the game age appropriate for children?

13. What is the level of development of children's play activities?

14. How will you design the further development of gaming activities?

15. What kind of relationships between children did you observe?

16. How was the distribution of roles?

17. How many children participated in the game? Who decided the issue of admission to the game?

18. Did the children leave the game during it and why?

19. Were there any conflicts in the process of distribution of roles? Who and how are they

eliminated?

20. How will you plan the work of the educator to form the relationship of children in the game?

21. The relationship between the teacher and the child.

22. Relationship of this event with other activities.

VOLGOGRAD STATE

PEDAGOGICAL UNIVERSITY

Institute of Preschool Primary Education and Special Pedagogy

WORKSHOP

Work completed:

4th year student

Volgograd - 2010

Topic 1. Observation of the organization and management of creative games of preschoolers

Photograph of the game of children of the preparatory group for school, the game "School"

Lisa: "I'll take the bag too!"

Misha: "You have 2 apples"

Karina: "Wrong"

Lisa: "You have three apples"

Karina: Well done! Counted"

Natasha: "I also want to play something else"

Educator: "Okay, think about what else you can play"

1. What relationships do children reflect in their role-playing games?

The main activity of preschool children is a game, during which the child’s spiritual and physical strengths develop: his attention, memory, imagination, discipline, dexterity, etc. In addition, the game is a kind of preschool age way of assimilating social experience.

A special place is occupied by games that are created by the children themselves - they are called creative or role-playing games. In these games, preschoolers reproduce in roles everything that they see around them in the life and activities of adults. Creative play most fully forms the personality of the child, therefore it is an important means of education.

The game is a reflection of life. Here, everything is “as if”, “pretending”, but in this conditional environment, which is created by the child’s imagination, there is a lot of real: the actions of the players are always real, their feelings, experiences are genuine, sincere. The child knows that the doll and the bear are only toys, but loves them as if they were alive, understands that he is not a “true” pilot or sailor, but feels like a brave pilot, a brave sailor who is not afraid of danger, is truly proud of his victory. Imitation of adults in the game is associated with the work of the imagination. The child does not copy reality, he combines different impressions of life with personal experience.

In the game, the children reflected the relationship between the teacher and the students.

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

Numerous observations show that the choice of play is determined by the strength of the child's experiences. He feels the need to reflect in the game and everyday impressions associated with the feelings that he has for loved ones, and unusual events that attract him with their novelty.

The task of the educator is to help the child choose the brightest from the mass of life impressions, those that can serve as the plot of a good game. The experience of the best teachers convinces us that the only correct way to control the game is to create interest in a particular life event, influence the imagination and feelings of children. In order to make an interesting game, it is not enough that children only see how they build a house, transport goods, sew clothes, etc. If we limit ourselves to this, the guys will only imitate the actions of adults, not realizing the significance of their work. As a result, the game will be poor, with little content. It is necessary to deeply excite children with the events of life, the labor exploits of people, so that they want to imitate them, to experience with them. A book, a picture, a movie, a puppet theater helps to complete this task.

Spectacles have a strong influence on the game, especially television, which has firmly entered the life of every family. TV shows provide interesting material for games. Many games arise under the influence of special programs for children, as well as programs about events that our whole country lives in. Preschoolers, just like adults, are anxiously watching programs devoted to space flights, asking with keen interest about the exploits of astronauts. Like adults, little citizens are proud of the success of our athletes, trying to imitate them in their games. The educator supports these games, helps to develop them.

Based on the interests of children, on their ideas, the teacher directs the choice of the game. With various methods, he evokes in the memory of the children what they saw, what they were read about. For kids, for example, a visual reminder is important - toys: a toy piano suggests a musical lesson, toy animals resemble a familiar fairy tale. Sometimes, to give children an idea for a game, you can show them a puppet theater or toy theater performance. By repeating the staging, the kids basically remake it, combining what was shown with their personal experience: for example, Dr. Aibolit does not treat animals, but dolls that have the flu.

Young children usually start playing without thinking about the purpose of the game and its content. However, experience shows that already in the fourth year of life, preschoolers are able to choose the theme of the game and set a specific goal. Before the game begins, the teacher asks: “What will you play? What will you build? Where will you go by train? Who will you be? What toys do you need? These questions force children to think and outline the main plot, which may change in the future. Gradually, the game becomes more focused, becomes more meaningful, more interesting. At older preschool age, greater gaming experience, a more developed imagination help children come up with various interesting stories themselves. The educator needs only a verbal reminder of an excursion, a book, a movie, so that the idea of a new good game is born. An important incentive for the game is also a conversation, which reveals the meaning of what is seen and read, the characters of the characters, their experiences. If you manage to captivate children with a plot, the game arises naturally even without the suggestion of a teacher. But the teacher can also advise the children on the topic of the game, if he knows that it will interest them.

If in younger groups it is only important to teach children to deliberately choose a game, then with older preschoolers it is necessary to jointly discuss not only the topic of the game, but also outline a plan for the development of the plot in general terms, determine the activities of each of the players. Of course, the game plan can only be indicative, as the plot develops a lot of new things are introduced into it, but the invention of everyone is subject to a common goal. The educator, thus, directs the game, directs its content, influences the relationship of children.

2. What types of adult activities do children reproduce in their role-playing games?

Children choose a playing role in accordance with their interests, their dreams of a future profession. They are still childishly naive, they will change more than once, but it is important that the child dreams of participating in work useful to society. Gradually, in the game, the child develops general ideas about the meaning of labor, about the role of various professions.

Most of the games reflect the work of adults: children imitate the household chores of mothers and grandmothers, the work of an educator, doctor, teacher, driver, pilot, astronaut, etc. him participation.

The content of children's games is diverse: they reflect the life of the family and kindergarten, the work of people of different professions, social events that are understandable to the child and attract his attention. The division of games into household, industrial and public is conditional. In the same game, elements of everyday life, work and social life are often combined: a mother takes her daughter-doll to kindergarten, and she hurries to the factory; parents with children go to a festive demonstration, to the stadium. But in each game there is a predominant motive that determines its content, its pedagogical significance.

Playing with dolls in daughter-mothers has existed at all times. This is natural: the family gives the child the first impressions of the surrounding life, the parents are the closest, beloved people who, first of all, want to imitate. It is also natural that dolls attract mainly girls, because mothers and grandmothers take care of children more. However, if boys are not instilled with contempt for such games (“why do you need a doll, you’re not a girl”), and they are happy to be dads, perform household chores, carry babies in a stroller.

Observing the behavior of the child in the game, one can judge the relationship of adults in the family, their treatment of children. These games help to educate children in respect for parents, for elders, the desire to take care of babies. Imitating the household work of adults, children learn some housework skills: they dust doll furniture, sweep the floor in their “house”, and wash doll linen. Life in kindergarten also provides rich material for play activities, especially in younger groups, when the child receives many new experiences. The game reflects the daily life of the kindergarten and extraordinary joyful events: a New Year tree, a visit to the puppet theater, the zoo.

The vast majority of games are devoted to depicting the work of people of different professions. In all kindergartens, children drive trucks, travel in trains, on ships, and fly on airplanes. Construction is going on everywhere in our country, and children tirelessly build houses, factories, new cities. These games reflect the specifics of work and life of each republic, each region. On collective farms, children turn into machine operators, build poultry farms, mine coal in the Donbass, and flocks of sheep graze in Kazakhstan. Thus, through the game, children's interest in various professions is consolidated and deepened, respect for work is brought up.

3. What is the structure of the game's plots?

In this game, the children reflected a one-themed game - the game to school. However, this game was multi-personal because there were students and a teacher and there were different lessons that the children liked.

4. What roles do children play in their games?

It is not uncommon to observe how long and enthusiastically children make crafts, preparing for the game already in a certain way: sailors are building a ship, making life buoys, doctors and nurses are equipping a polyclinic. Sometimes a child introduces a playful image into real work. So, putting on a white apron and a scarf to make cookies, he turns into a worker in a confectionery factory, and when cleaning the site, he becomes a janitor.

Thus, creative play as an important means of comprehensive development of children is associated with all types of their activities. This determines its place in the pedagogical process of the kindergarten. The game is the most important independent activity, which is of great importance for the formation of individuality and the formation of a children's team. For each group, the tasks of education are determined, which are solved with the help of the game.

5. Are there elements of co-creation in the leadership of creative games?

The management of creative games is one of the most difficult sections of the methodology of preschool education. The teacher cannot foresee what the children will come up with and how they will behave in the game. But this does not mean that the role of the educator in the creative game is less active than in the classroom or in games with rules. However, the originality of children's activities requires unique methods of management.

The most important condition for the successful management of creative games is the ability to win the trust of children, to establish contact with them. This is achieved only if the teacher takes the game seriously, with sincere interest, understands the intentions of the children, their experiences. The children willingly tell such a teacher about their plans, turn to him for advice and help.

The question is often posed: can and should the educator intervene in the game? Of course, he has such a right, if it is required in order to give the game the right direction. But the intervention of an adult will only be successful when he enjoys sufficient respect and trust among children, when he knows how, without violating their plans, to make the game more exciting. The game reveals the characteristics of each child, his interests, good and bad character traits. Observing children in the process of this type of activity gives the teacher rich material for studying their pupils, helps to find the right approach to each child. The main way of education in the game is to influence its content, i.e., the choice of topic, the development of the plot, the distribution of roles and the implementation of game images.

Children should not be offered ready-made plots of the game developed by the teacher. Children in the game imitate the activities of adults, but do not copy it, but combine their ideas, express their thoughts and feelings. And if they are offered to act according to the teacher's plan, to copy these images, then this will suppress their imagination, independence, and spontaneity.

The organization of a play team and the formation of the personality of each child in this team is one of the most important and very complex issues of childhood pedagogy. This complexity is caused by the dual nature of the experiences and relationships of the players. Performing his role with enthusiasm, the child does not lose the sense of reality, remembers that in fact he is not a sailor, and the captain is only his comrade. Outwardly showing respect to the commander, he may experience completely different feelings - he condemns him, envies him. If the game strongly captivates the child, if he consciously and deeply entered the role, game experiences defeat egoistic impulses. The task of the teacher is to educate children on the best examples from the life and work of people that contribute to the formation of positive feelings and motivations.

When organizing a game, difficult questions arise for the teacher: every child wants to be in charge, but not everyone knows how to reckon with the opinion of their comrades, to fairly resolve disputes. Choosing an organizer requires a lot of attention. Not everyone can cope with this role, but all children need to be educated in activity and organizational skills. For example, the guys decided to make a sea voyage, and many want to become a captain. The teacher, based on the idea of the game, reminds the children of what they have seen, read, says that, in addition to the captain, there are many other interesting professions on the ship: assistant captain, radio operator, pilot, and suggests thinking and deciding who to appoint to this or that role. Children themselves remember that they need a cook, a doctor. "Is there a library on the ship?" asks the book lover. It turns out that everyone has something to their liking. The teacher talks about the responsible work of sailors, and this role also becomes attractive.

It is especially difficult for the teacher to manage the game when it has already begun. While the plot is being discussed and the children have not yet entered the image, the teacher can give advice without changing, however, the children's intention. Careless intervention during role-playing can destroy the image created by the child. If the teacher understands the ideas of the children, their experiences, then in order to offer a new interesting episode, to give the game a new direction, he must enter the game in some role and address the children as characters.

For example, there are two planes at the airport, passengers are moving from one to the other, there is no order. The teacher in the role of a passenger asks: “Comrade chief, who announces the landing? Which plane leaves for Leningrad? The boss picks up the idea, organizes the control room, negotiates with the dispatcher which plane will depart first, takes care of the organized boarding of passengers.

By properly organizing the games, the educator helps each child find his place in the game team and become its active member, educates him as a good friend, fair and modest.

Each child needs an individual approach, even if his behavior in the game does not cause any anxiety of the teacher. Shy, insecure children who, because of this, seem to be non-initiative, require special attention. We categorically object to the division of children into an asset and a liability of the group. The imaginary passivity of the child is mostly due to the fact that it is difficult for him to immediately enter the life of the team, and adults do not help him in this, do not understand his interests. Many facts show how such a child is transformed if he finds the support of an educator, how his creative abilities and organizational skills flourish.

There are many difficulties for the teacher and with children who are too lively, courageous, proud. For the most part, they are the instigators of games, and the guys willingly obey them. Supporting and developing the organizational abilities of these children, it is necessary to instill in them modesty, a sense of responsibility, respect for comrades, and the habit of reckoning with other people.

During the game, there are many moments that require the educator to be subtle observation and resourcefulness, the ability to unite children to complete the game task, to distract them from imitating the bad. For example, in games, disputes can break out, and even quarrels between children. The reasons for them are different, and with the age and development of children, the nature of conflicts changes. Toddlers most often quarrel over possession of a toy. The teacher will easily reconcile them by offering an equally attractive doll or car. At an older age, misunderstandings may arise due to the fact that in a joint game, children do not always understand each other.

For example, two girls are playing kindergarten. One put the dolls to bed, the other picks them up, puts them in the car. There is a quarrel. The teacher finds out that the second girl had an interesting idea - to take dolls to the country. They agree that the children will first sleep, and then go to the country.

Children of five or six years old have already gained experience in playing together, they know how to explain their ideas to their comrades, but conflicts sometimes arise in a well-organized, friendly gaming team. Preschoolers of this age develop self-esteem, which needs to be given the right direction so that it does not develop into self-conceit, vanity. Disputes can arise when choosing a game (everyone wants to be accepted by his proposal), when distributing roles, when introducing new episodes into the plot. Attentive, sensitive guidance of the educator helps to fairly resolve conflicts. Gradually, the teacher teaches children to do it on their own. Sometimes curious disputes arise about how the hero of the game behaves in life, how the machine actually works. Such disputes are useful for clarifying the ideas of children, for educating their curiosity.

Each child should be involved in collective games, children should feel and understand that it is interesting to play together. But this does not mean that there should not be solo play in kindergarten. Even the most sociable child of any age has a desire to make a building on his own, to play alone with his favorite toy. Such games are especially useful for easily excitable children who get tired of the company of their peers. You can often see how long, intently, the child builds something or plays scenes with the help of toys, acting as a director and speaking for all the characters. Individual games help the teacher to identify the characteristics of the child and find an approach to him.

For many days the children were captivated by the game of astronauts. They set up a cosmodrome, built a rocket. The cosmonaut corps conducted training, doctors examined them, cooks prepared food. A lot of interesting inventions and ingenuity were shown by the designers of the spacecraft. They did everything on their own, turning to the teacher for advice, sharing their projects with him. But this independence, ingenuity is the result of the knowledge gained previously in the classroom and during the game, formed by the educator of constructive skills, instilled organizational skills.

Having done a lot of preparatory work, the teacher continues to closely monitor the development of the plot, the nature of children's relationships, helps to resolve controversial issues, gives the game the right direction with advice, suggestions. The success of the management of play activities largely depends on whether it is possible to connect it with the labor activity of children. The child's desire for independence is also manifested in the fact that he is never satisfied with ready-made toys, no matter how good they are.

The process of making toys is included in the game as one of its stages, during which the child can fully show his activity and independence. Starting with the younger group, children should be taught to prepare everything necessary for the game. For example, the kids decided to celebrate the doll's birthday. The teacher offers to prepare a treat for the birthday girl and shows how to mold sweets and cakes from plasticine. Then, as a gift to the doll, children make drawings, small plasticine toys. In the future, preschoolers are taught to make toys from cardboard, wood, from another material suitable for this purpose, which is in every home (boards, boxes, coils, scraps of cloth, etc.). In the summer, children, under the guidance of a teacher, learn to make things necessary for the game from pine and spruce cones, moss, tree bark, and branches. The ability to build, craft noticeably develops children's play creativity, makes games more meaningful and purposeful.

For educating children in the game, the selection of ready-made toys, a well-thought-out way of using and storing them, is also very important. For a creative game, first of all, toys are needed that convey the image of a person, an animal, depicting various objects, machines. The toy often encourages to play, helps to realize the plan, causes good feelings in the child. There is a lot of imaginary, conditional in the game, but as we have already said, the child's experiences and his actions are always real. With a doll in her hands, the girl feels like a real mother; with toy animals, children can arrange a zoo or a circus. In the family, the baby has sole control over his toys, he gives names to dolls, little animals. In kindergarten, for the first time, a child encounters public property and gets used to treating toys with care: however, in kindergarten, one should create a joyful playful atmosphere, maintain an attitude towards a toy as a playmate.

In each age group, the selection of toys changes in connection with the development of children's playing interests. Toddlers usually have several identical toys of different sizes and designs, since the variety scatters the attention of children, preventing them from focusing on one plot. As children age, the games become more difficult and there is a need for more different toys. Instead of several identical dogs and bears, you need a set of different toy animals with which you can play herd, circus or zoo. Dolls appear - pioneers, sailors, soldiers, dolls depicting people of different nationalities. In order for toys not to lose their attractiveness, it is necessary to change them: remove for a while those in which interest has faded and introduce new ones. Acquaintance with a new toy can take place in different ways, but the teacher must always arouse interest in it, explain its purpose.

6. What types of games are more common among children in your subgroup?

Creative games differ in content (reflection of everyday life, work of adults, events of social life); by organization, number of participants (individual, group, collective); by type (games, the plot of which is invented by the children themselves, dramatization games - playing out fairy tales and stories; construction).

With all the variety of creative games, they have common features: children themselves choose the theme of the game, develop its plot, distribute roles among themselves, and select the right toys. All this takes place under the conditions of tactful leadership of adults, which is aimed at stimulating the initiative, activity of children, developing their creative imagination, while maintaining amateur performance.

In the preparatory group for school, you can often see how children play "School", "Daughters-mothers", "To the hospital", that is, they reflect the work of adults.

7. Do children play stereotypes of behavior related to their gender?

Yes, in the games of children, one can already notice the manifesting stereotypes of behavior that are characteristic of a girl or a boy. Girls behave like female representatives: appropriate clothes, manners, behavior. Boys also behave like men.

8. Do playmates approve or reject these stereotypes?

Playmates approve of these behaviors as long as they are gender appropriate. That is, if the girl behaves like a female representative, and vice versa.

9. Are the strategies and tactics of the game interaction of the educator with the children correct?

The management of games in each age group has its own characteristics. In younger groups, the teacher directly organizes the game, sometimes even becomes a participant in it, in order to influence the children by his example, instill in them the skills of playing together, skills in handling toys.

In older groups, the role of the educator in leading the game is no less active and responsible. Children are given independence in the choice of the game and its organization, but behind this independence lies the hard work of the teacher.

Thus, the game plays a big role in the life and development of children. In the game activity, many positive qualities of the child are formed, interest and readiness for the upcoming study, his cognitive abilities develop. Play is important both in preparing the child for the future and in making his present life full and happy.

Topic 2. Observation of the relationship of children in the game and outside it

game preschool teacher creative

Photograph of the game of children of the preparatory group for school

Game "School"

The game involves 5 children of the preparatory group for school

Kindergarten teacher Marina Aleksandrovna offered to play "School".

Educator: "Guys, you have already become big, you will go to school soon, and let's try to play school."

Alice: "Let's play school!!!"

Karina: “Okay, but I will be a teacher, and you will be students!”

Natasha: “No, I want to be a teacher!”

Educator: “Girls, do not quarrel. Let's each take turns being the teacher, okay?"

Misha: "I'll take the bag now, as if it were my school bag"

Lisa: "I'll take the bag too!"

Educator: "Okay, get ready for the game"

Karina: Hello children. I am your teacher and today we have a writing lesson. Get out your notebooks and pens and write those hooks that I have drawn on the board in my notebook.

Misha: “I can’t see what is drawn there, I want to write whatever you want in a notebook!”

Karina: “Today I am a teacher and I must obey, let's write in notebooks!”

Alice: “I have already drawn everything, check my notebook”

Natasha: “I also already drew and I want a math lesson. Let there be math!

Lisa: “I want a drawing lesson. I want to draw in a notebook and not do math.”

Karina: "Calm down. Now I will check how you wrote the hooks in your notebooks.

Natasha: “I was the first to make hooks”

Karina: “Well done, Natasha, I will give you a good mark. And now we will count the apples that I will show you.

Misha: "You have 2 apples"

Karina: "Wrong"

Lisa: "You have three apples"

Karina: Well done! Counted"

Natasha: "I want to be a teacher now, I'm tired of being a student"

Educator: "Karina. Let Natasha be a teacher now.”

Natasha: “Now you have a reading lesson. Who will read me a poem?

Misha: “I know a poem about a clubfoot bear!”

Natasha: “Okay, tell me! Well done"

Lisa: “I also know a poem about autumn”

Alice: “I will tell a poem about winter and I don’t want to play anymore”

Educator: "Alice, why don't you want to play?"

Alice: “I also want to be a teacher, I want to run and jump in class, not read”

Educator: “Now Alice will teach you a physical education lesson”

Alice: "Let's walk around the room, now we're running, and now we're crawling on our haunches"

Misha: "I'm tired of playing school and I don't want to play anymore"

Natasha: "I want to play school, and other children want"

1. How many children participated in the game at first? How many children turned on during the game?

The game was initially played by 5 people. During the game, none of the children joined the game.

2. Who decides on the admission of children to the game?

Questions about the admission of children to the game in the preparatory group for school are decided by the participants in the game - that is, the children themselves.

3. Did the children leave the game? Why?

Yes, one boy left the game and did not continue it anymore. He didn't want to play anymore because he wasn't interested, perhaps because he wasn't in the role of teacher in the game.

4. Were there any conflicts in the distribution of roles? By whom and how were they eliminated?

During the distribution of roles, a conflict arose between two girls about which of them would be the teacher. The teacher, for her part, invited the children to each play the role of a teacher, and the children agreed.

5. Who was the leader in the game?

The leaders in the game, of course, were those children. Which alternately played the role of a teacher, because they tried to manage the educational process: they set tasks, asked students, etc.

6. Were there passive children who completely obeyed the will of others?

In my opinion, there were no such obviously passive children, because if they obeyed the will of other children, then only because of their role in the game, if they were students, then they recited poems, ran around the room, and completed all the tasks of the teacher.

Conclusion:the real relationships of children with each other and play relationships were very close to reality. This is characterized by the example that two girls, Karina and Natasha, were arguing about who would be the teacher. In real life, girls are also a kind of rivals and natural leaders, so these relationships are reflected in their play activities.

Topic 3. The personality of the child through the eyes of the educator

A child that I see as a personality A child that annoys me A child that I understand Ideal child Aggressive -3+3-3+3Stupid-3+2-3-3Initiative+3-3+3+3Observant +3-2+2+3Loving +3-3+3+3Sneaky -3+3-3-3Greedy -3+3-3-3Cheerful +3-3+2+3Good organizer +3-2+2+3Friendly+3-3+3+3Stubborn+ 1-3-3-3Conflict-3+3-3-3Affectionate+3-3+3+3Able +3-3+3+3Sensitive +3-3+3+3Cunning+2+3+2+2Active+3- 3+3+3Sedentary -2+3-2-2Interested+3-3+2+3Nervous -3+3-3-3Closed -3+3-3-3Sociable +3-3+3+3Incapable -3+3- 3-3Disciplined +3-3+3+3Cranky -3+3-3-3Sneaky -3+3-3-3Honest +3-3+3+3Erudimentary +3-3+2+3Outgoing +3-3+3+ 3Rough -3+3-3-3Passive -3+3-3-3Obediant +3-3+3+3Industrious +3-3+3+3Integrity +3-3+3+3Insolent -3+3-3-3Willful - 3+3-3-3Undeveloped -3+3-3-3Accurate +3-3+3+3Defenseless -2-3-2-2Disinhibited -3+3-3-3Responsible +3-3+3+3Uncommunicative -3+ 3-3-3Aspiring to leadership +3-3+3+3Lazy -3+3-3-3Indifferent -3+3-3-3Modest +3-3+3+3Sleazy -3+ 3-3-3Emotional +3-3+3+3Cruel -3+3-3-3Courageous -3+3-3-3Independent +2-3+2+2Listener +3-3+3+3Trustful +2-3 +2+2Angry -3+3-3-3Attentive +3-3+3+3Groomed -3+3-3-3Inquisitive +3-3+3+3Rejected -3+3-3-3Not friends with anyone -3 +3-3-3Inattentive -3+3-3-3Executive +3-3+3+3Leader +3-3+3+3Uneducated-3+3-3-3Smart +3-3+3+3Teachable +3-3 +3+3Responsive+3-3+3+3

Present this table to the teacher and explain that it is necessary to assess the severity of these qualities not in this or that child, but in general. When filling out the table, the sign "+3" is put if the quality indicated in the left column is presented in the child to the maximum degree, "-3" - if this quality is not expressed at all - and intermediate points - in case of a lesser or greater degree of severity.

From the point of view of the professional position of the educator, it can be noted that such personality traits as:

Initiative

Observant

Good organizer

friendly

Affectionate

Capable

Active

interested

Communicative

Disciplined

Erudite

outgoing

Obedient

Hardworking

candid

Careful

Defenseless

Responsible

Seeking leadership

Modest

soulful

Independent

Listening

Confiding

Attentive

Curious

Executive

Teachable

Responsive

basically prevail in his assessments of children that he understands, in the assessment of the ideal child and in the assessment of the child in which the educator sees a personality.

Qualities such as:

Aggressive

conflict

Sedentary

Closed

Unable

Capricious

Passive

masterful

undeveloped

Uncommunicative

Disinhibited

Indifferent

sloppy

Cruel

unkempt

rejected

Not friends with anyone

Inattentive

ill-mannered

on the contrary, they prevail in the assessment of the child, who irritates the teacher.

Topic 4. The educational process in a preschool educational institution as an environment for the development of the subjectivity of a preschool child

Part 1. Observation of the activities of children on the example of labor activity.

Observe the labor activity of children of this age group and determine the level of development of subjective properties in preschoolers: 1 - lack of property; 2 - low level of property development (the leading role of an adult); 3 - average level (a hint or a little help from the teacher is required); 4 - high level.

Labor education is one of the most important aspects of the upbringing of the younger generation. In kindergarten, labor education consists in familiarizing children with the work of adults, in introducing children to work activities available to them. In the process of getting acquainted with the work of adults, the educator forms in children a positive attitude towards their work, a careful attitude to its results, and the desire to provide adults with all possible assistance. Including children in labor activity, the educator forms labor skills, cultivates the habit of labor effort, responsibility, care, thrift, diligence, willingness to participate in labor without avoiding unpleasant work, and forms positive relationships between children.

When organizing labor, the educator is guided by the Program, which determines the content of the labor activity of children in each age group.

The main types of labor in kindergarten are household labor, labor in nature, manual labor, and the forms of its organization are assignments, duties and collective labor of children.

Orders are widely used in all age groups of the kindergarten, but in younger groups they are the leading form of organizing child labor. Educators should know why work with children in labor education should begin with individual assignments that the child performs together with the teacher, and only much later move on to other forms. Due to psychological characteristics, children of younger groups are still not independent enough in their actions, they are prone to imitation, they cannot coordinate their actions with the actions of their comrades and work at the pace necessary for the team, they are often distracted, do not finish the work they have begun. At this age, children are little interested in the result, they are attracted by the process of action itself (they do not yet possess the necessary skills and abilities to achieve the result). Therefore, only in the second younger group from the second half of the year, when the children already have some work experience, educators use group assignments. The main form of association in the work of children of this age is work "nearby", when each child works independently and is responsible for his work to the educator; at the same time, the child exercises the skills and abilities necessary for teamwork.

At the end of the year, shifts are introduced in the second junior group - systematic work that requires a certain level of independence. (Different types of duty are most widely used in the senior and preparatory groups.)

The most complex form of organizing the work of children is collective labor. It is widely used in the senior and preparatory groups of the kindergarten, when skills become more stable, and the results of labor are of practical and social significance. Children already have sufficient experience of participating in different types of duty, in performing various assignments. The increased opportunities allow the teacher to solve more complex tasks of labor education: he teaches children to agree on the upcoming work, work at the right pace, and complete the task within a certain time. In the older group, the teacher uses such a form of uniting children as common work, when children receive a task common to all and when a general result is summed up at the end of the work.

In the preparatory group, joint work is of particular importance, when children become dependent on each other in the process of work. Joint work gives the teacher the opportunity to educate positive forms of communication between children: the ability to politely address each other with a request, agree on joint actions, and help each other.

Properly organized and feasible work unites children, promotes the education of mutual assistance, discipline, the ability to distribute forces and overcome difficulties, promotes the education of independence, initiative, the desire to do a good job, the habit of cooperation. Reasonably directed feasible work contributes to the physical development of children, the growth of overall performance and endurance of the body, accuracy and coordination of movements. In the process of labor, children acquire the necessary skills, including the skills of caring for plants and animals, master the simplest actions with objects (pencil, hammer), learn about materials and their properties. Children develop an interest in work, a desire to work, a correct idea that work brings joy.

When observing the labor of children in each age group, it is important to establish whether the conditions for labor activity have been created; are there tools and materials for all types of labor appropriate for the age of children; whether inventory and materials are stored rationally, can children use them independently, and also pay attention to the content of children's work, to the system for including them in work, its duration and volume, forms of combining children in work, to methods and techniques of raising children, to gradual complication of tasks and increased requirements for the independence of children.

During the academic year, control over the implementation of the program should be carried out in all groups. Observations should cover all types of child labor and all forms of organization of children. So, observing the educational process during self-service, in the younger group it should be clarified what initial labor duties have been introduced for children, how they are assimilated by babies; in the middle group, attention should be paid to consolidating these skills, to accelerating the pace of self-service; in older groups - to check the independence of children in the process of self-service. Observing how household work is organized, in the older groups one should look at whether complications have been introduced into the content of labor, whether children are able to distribute responsibilities, what is the effectiveness of child labor; and in the younger groups - to pay attention to the availability of labor, to the methods and techniques that encourage children to work, to the behavior of children in the subsequent time, their interest in labor activity. Observing the work of children in nature, it is important to establish its correspondence with the age of the children, local conditions, and seasons.

The organization of manual labor also requires serious attention. Observations will help to find out whether all varieties of this work are used by educators; what types of labor have firmly entered the lives of children, which ones are just being introduced; what skills children are learning or have mastered.

Observing the work of the attendants in the second junior group, one should pay attention to the ability of children to act with the help of adults, to the desire to get involved in work on their own, without the help of others; in the middle group - on the ability of children to start on duty without reminders, to work in a certain sequence, not to be distracted, to bring the work started to the end; in the senior and preparatory groups - on the ability to independently distribute duties, consistently perform all the necessary actions, observe all hygiene rules at work (wash hands before duty, take a cup only by the handle, etc.).

When monitoring work on labor education, attention should be paid to establishing continuity between groups, as well as the unity of requirements among educators and other personnel.

In the course of observations and in the process of analysis, the head reminds of the need to pay constant attention to the formation of children's labor skills, the education of children's attitude to the performance of their duties; discuss the results of everyday child labor, evaluate it, otherwise children lose interest in work. Interest in work disappears even if for everything that children do, they are only praised: “Well done!” Carelessness unnoticed by the educator, lack of diligence, undeserved praise reduce the pedagogical impact of labor. When analyzing the work of the educator, these points should also be paid attention to.

When studying the work of educators in the labor education of children, it is important to use different methods: observation of the pedagogical process, analysis of planning, conversations with children and adults.

Materials and equipment for the labor activity of children

Equipment for household work of children. In order for children to be able to take part in the care of the room and things that are available in the group and on the site, as well as to be on duty in the dining room, to prepare materials and manuals for classes, a variety of equipment is needed.

For the work of children in caring for the premises, the teacher should have the following.

Aprons - white and colored cotton, oilcloth; white - for laying tables for breakfast, lunch, afternoon tea, dinner and subsequent cleaning; colored - for the care of the room and things; oilcloth - for washing toys and washing doll linen, for working in a corner of nature.

Sweeping brush, scoop - for sweeping crumbs from the table, from the tablecloth or individual napkins. Dimensions: brush-basting - handle diameter-2.3 cm; scoop-12X12 cm, handle length- 8-10 cm.

Floor brush, dustpan. Dimensions: brush - length 20 cm, handle length - 100-110 cm, diameter - 2-2.3 cm, scoop - 12X12 cm, handle length - 12-14 cm.

Basins, buckets, trays.

A certain place is allocated for the storage of equipment, and everything that children use on their own is arranged so that they themselves can get and clean everything necessary for work. In the senior and preparatory groups, this can be a combined cabinet of any design with closed and open shelves. In its closed part, brushes and dustpans are hung on hooks; in another compartment on special shelves are stored basins for cleaning, for washing doll linen, clips, buckets; in the open part of the cabinet there should be a compartment for storing white aprons, and in the closed part for storing oilcloth aprons.

Items for the care of clothes and shoes. Brush for cleaning clothes (14-15 cm). Brooms for sweeping snow (at the entrance to the room). Shoe brushes (14-15 cm). Box with needles, multi-colored threads, braid (for hangers) and a set of buttons.

With the help of these accessories, children take care of their clothes and shoes and, as necessary, eliminate the mess in them.

Equipment for the labor of children on the site is necessary in order to properly organize the activities of children in all seasons. Items for work should be convenient for children, have an attractive appearance, be made of light, but strong enough material (for example, shovels and shovels - iron or steel; buckets and watering cans - made of thin galvanized iron or tin, painted with oil paint, or polyethylene; wheelbarrows, stretchers, labels, etc. - made of wood).

For cleaning the site, working in the garden and in the flower garden, the following inventory is used.

Shovels for digging the earth dug up by adults; shovel tray 15-13 cm, handle length - 75-30 cm (see equipment drawings in the book Observations and Labor in Nature. M., 1976).

Wooden shovel for clearing the area from snow: its length with a tray is from 80 cm to 1 m, the tray is 12-14 cm, the diameter of the handle is 2 cm.

Rake wooden (for raking leaves) and iron (for loosening, cleaning the soil surface from stones, leveling the surface of the ridges): the approximate number of teeth is 7, the distance between them is 2.3-2.5 cm, the height of the teeth is 5 cm, the length combs - 20-22 cm, rake length - 100-110 cm, handle section - 2-3 cm.

Panicle for cleaning the area from dry leaves and other litter: the length of the stick is 1 m, the diameter is from 2 to 2.3 cm.

Stretcher with sides for carrying earth, sand, fallen leaves: length - 20-25 cm, width - 20 cm, side height - 3-4 cm, length with handles - 100-110 cm.

A wheelbarrow for transporting earth, sand, fallen leaves, pebbles: side height - 20 cm, length with handles - 100 - BUT cm, side length - 30-40 cm, wheel diameter - 12 cm.

Snow rammer. Engine for raking freshly fallen snow. Scrapers metal. Sledges, baskets or boxes for transporting snow on sleds. Buckets with a capacity of 1.5-2 liters. Watering cans with a capacity of up to 2 liters.

Scoops for digging and planting plants, for hilling and loosening the soil; tray length - 10 cm, width - 7-8 cm, scoop length - 16-20 cm. Hand-held "cats" for loosening the earth.

Inventory used by children in the process of working in nature is stored in the kindergarten area, in cabinets with shelves that are convenient for children.

Items for manual labor of children. Educators should encourage the desire of children to independently apply labor skills and abilities in the process of performing various tasks, as well as making homemade toys for games, gifts for kids and adults. For this purpose, certain equipment and material is given to the children.

The paper is thick, thin, cigarette. Thick paper (landscape, cover, desktop) is used for folding and gluing volumetric forms. It can be white, colored, marble, glossy. Thin paper is used for external pasting of finished forms. Tissue paper (multi-colored and white) is recommended for decorating finished products.

Cardboard. Usually, small strips or sheets of cardboard of such density are given for work so that the child can cut it freely. From thicker cardboard, the teacher prepares templates for details, according to which the children independently cut out the desired shape, first outlining the contour.

Household material: a variety of boxes (matchboxes, cardboard boxes, from sugar, cosmetic creams, toothpastes, vitamins, etc.), reels, corks. Children make toys and souvenirs from this material.

Industrial waste: foam rubber, polystyrene, copper wire cuttings, twine. Foam rubber is soft, elastic, pliable to scissors, absorbs moisture well, and is easily dyed. Foam rubber is used for cutting vegetables, fruits, berries of various shapes. For dyeing, the resulting product is first moistened with clean water, then, by squeezing and unclenching, it is saturated with paint. For the design of foam rubber products, pieces of wire (in a colored sheath and without it), pieces of fur, and fabric are required.

Natural material: spruce, pine cones; hazelnuts, acorns, chestnuts; pine bark, bird feathers, grass, straw, moss, birch bark, poppy heads, halves of walnut shells, shells, etc. They usually collect dry branches and fallen leaves, teaching children to take care of and protect nature. All this is stored in closed boxes with holes drilled in the lids. Where there is a dark, dry room, you can dry them on spread out old newspapers - such drying makes it possible to preserve the natural color of the natural material and its strength. If natural material (cones, acorns, chestnuts) lies for a long time, then it becomes rigid, so the blanks for future crafts are updated every autumn.

All of the listed materials must be in sufficient quantities so that they are enough for both classes with all children, and for individual use.

All materials should have their place in the group room so that children can use them conveniently in their free time. Next to them should be the tools that are needed in the work.

Casein glue is used for cardboard and thick paper crafts. Before class, casein glue powder is poured with warm water, thoroughly stirred until sour cream is thick and immediately laid out in sockets.

Items and equipment for working with fabric. The flap is different: chintz, colored satin, white cotton fabric, silk, wool, baize (children sew clothes for dolls, soft toys, etc.).

Patterns for cutting dresses, aprons, blouses, panties for dolls; toy patterns. Sewing machines. On sewing machines, children sew sheets, pillowcases, scarves, towels, handkerchiefs for dolls.

Needles, needle pads, threads of different colors, as well as buttons of different colors and sizes, scissors are stored in special boxes.

Materials, tools, equipment for manual labor are placed on shelves or in a cabinet. Next to paper of various sizes, shapes, types, colors are tools for working with it: scissors, hard-bristled brushes, simple pencils, a small tray with scraps of colored paper, pieces of plastic for working with glue, as well as casein glue in a vial with a twist lid, coasters for brushes, napkins.

On the other shelf there are matchboxes, as well as threads, wire, corks, pieces of cloth. Knife, faceted awl, hand drill - stored separately.

A place is allocated in the closet for the equipment necessary for working with fabric: children's sewing machines, patterns, threads, buttons, cotton wool, foam rubber. (Needles, awls are kept by the teacher.)

Woodworking equipment. A table for working with wood, slightly below the height of the child's waist, is positioned so that the children working behind it do not interfere with the players and that the light falls on it from the left side.

A backing board upholstered with felt is necessary for working with a hammer. On its rough surface, the parts do not slip, and the felt absorbs the noise that occurs during operation. The length of the board is equal to the length of the table, the width is 25-30 cm, the height is 3-4 cm.

Tool box with two compartments: narrow - for storing a hacksaw, wide - for a hammer, a box of nails, pliers, a ruler and a marking pencil. The toolbox is on the right side of the desktop.

Tools: metal hammer weighing 180-200 g with a wooden handle (cross-section of the handle is oval); nails 2-3 cm long with a wide hat, round; hacksaw with a tooth height of 4-5 mm, the length of the hacksaw blade is 350 mm, the width of the blade at the beginning is 40-50 mm, at the end is 25-30 mm, the thickness is 0.8 mm;, the handle of the saw is wooden.

Wooden blanks: bars, slats, rectangles made of soft wood (linden, spruce, pine). The blanks must be dry, well processed, without roughness. They are stored in a box with compartments near the desktop.

1. The ability to set the goal of an activity: ask the child why he performs this or that action (watering flowers, etc.), whether he sees the end result of his activity, whether this activity matters for the group, for the teacher.

Olya 5 years 8 months - watering flowers in a group. In a conversation, it turned out that she watered the flowers because they were thirsty and could die without water, the teacher told her that if you water the flowers, then there will be small flowers on them, because the guys looked after them well.

2. The presence of a motive for the activity performed: ask if the child is willing to perform actions, what motivates him at the same time - expectation of praise, caring for others, the desire to be good, the desire to attract attention, something else.

Olya willingly waters the flowers and says that she likes it because she wants to see small flowers (watering a Chinese rose). She also wants her teacher to praise her for taking good care of the flowers.

3. The ability to choose the means of activity: observe whether the child independently chooses the tools for the upcoming activity, whether they correspond to its purpose and content; do not rush to conclusions, if the toolkit is selected non-standard, analyze the child's answers (how one or another toolkit can be used from his point of view).

Olya independently chooses a watering can to water the flowers. She has watered the flowers many times and knows where to get the necessary equipment.

4. Qualitative assessment of the content of the activity: whether the child is able to carry out actions to achieve the set goal, whether his actions are independent, whether he owns the necessary operations, whether he brings the matter to the end.

Olya waters the flower on her own without the help of an adult and knows how to do it. She owns the necessary operations in order to water the flower and brings the matter to the end.

Subject code Ability to set the goal of activity Presence of an activity motive Ability to choose means of activity Evaluation of the content of activity Degree of independence of activity

Part 2. Observe the activities of the educator in organizing the work of preschoolers.

1. Does he always tell the children the purpose of this or that activity, does he discuss the stages of its organization?

The teacher almost always informs the children about the type of activity and how it should be done. Well, for example, watering the flowers in the room.

2. Does the child have the right to choose the instruments of activity?

The educator allows the child to independently choose tools, but if the child chooses the wrong tools, the educator corrects him and tells him what to take.

3. Does the actual ratio of the participation of the educator and children in the activity participate in the course of the activity itself, what is its role?

Some children of the preparatory group for school independently perform labor activities, however, some need help from the educator, he shows them how to do it right and what tools to use when performing this or that activity.

4. Does he pay attention to the result of the activity, does he discuss possible difficulties, the causes of the error?

The teacher tries to praise all the children, discusses with the children their correct actions during work.

Topic 5. Studying the value orientations of preschool children

Purpose: to identify what moral categories act as value orientations for preschool children.

Methodology

Have a collective conversation with the children on the topic “My friend”. To begin with, tell the children some fairy tale (“Teremok”, “The Bremen Town Musicians” ...), which would provide a smooth transition to a conversation on the designated topic; ask the children if they have friends, where they live, if they are currently in the group; talk about what a friend is, what a friend should be; ask the guys which of them is a good friend and why, whether friends need to help; whether the characters of the fairy tale are friends, why.

It is more effective to conduct a conversation in pairs, when one of the students organizes it, and the second fixes the answers of the children.

Educator: Children, stand in a circle, friendship starts with a smile . Look at each other, smile, call each other affectionately by name. I have a ball of thread, I will take the ball in my left hand, wrap the thread around my thumb with my right hand. Looking into the eyes of a neighbor, I will tell a friend can be someone who ... (Answers of children in a circle) does not quarrel, shares toys, does not take them away, helps in difficult times, takes care of a friend, makes friends with both boys and girls, plays with him, helps, prompts. ..

Educator. - Let's remember under what motto we start our day? Children hold hands and say the proverb: One for all and all for one.

What does this proverb mean? (Answers of children).

And now I will read you a fairy tale by S. Mikhalkov How friends are known . Do you think the heroes did the right thing in relation to their friends? (Reading a fairy tale).

Why do you think the Beaver did not want to go further along with the Fox and the Boar?

Why did Kaban say: You go first, you are older, do you honor?

Did the Fox help the Beaver in any way?

Why did she scream: Boar, save the Beaver, will our Beaver disappear?

(Summarize).

But what about real friends? Tell me. (Answers of children).

Listen to the new proverb: Farewell yourself, but help a friend out . What does this proverb mean? (Answers of children). Let's all say it in unison.

Conversation analysis:

Have children formed an idea of friendship?

Children have a concept of friendship. They know what it is and what a friend should be like.

What value orientations are present in children (mutual assistance, cooperation, kindness, diligence, courage ....)?

Basically, children believe that a friend should help in difficult times and be kind.

Evaluate the behavior of children during the conversation, namely the ability to listen to each other, ways of expressing agreement, disagreement.

Not all children can listen carefully to each other, some interrupt.

Describe your impressions of the conversation: what caused difficulties, what was the most successful, what explains the possible failure.

It was quite difficult for me to prepare for a conversation about friendship with preschoolers, because it was necessary to explain the concept of friendship to the children in a playful and entertaining way and find out from them how much they know who a friend is.

Tags: WORKSHOP. Role-playing games with preschoolers Practice report Pedagogy

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