How games affect the development of a preschool child. Development of creativity

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Course work

Possibilities of using educational games for preschoolers

Introduction

1. The concept and significance of the development of independence in preschool children

2. Features of the development of independence in preschool age

3. The concept, types and significance of the use of educational games in a kindergarten

4. The use of educational games for the development of independence in older preschool children

Conclusion

Introduction

The problem of the full development of the child, the development of developing pedagogical technologies is relevant and significant in modern pedagogy. This problem was dealt with by V.P. Bespalko, V.I. Bogolyubov, V.V. Davydov, L.V. Zankov, M.V. Clarin, B.P. Nikitin, P.N. Pidkasisty V.Yu. Pityukov.

The meaning of developing developmental technologies is to provide developmental activities with preschoolers and provide advice to parents in the selection of games and activities that are adequate to the age and individual characteristics of the child.

The essence of developmental classes is to advance the child's mental development, improving his perception, attention, memory, thinking, speech, motor sphere, voluntary behavior, that is, those mental functions and personal qualities that underlie the child's successful mastering of the curriculum itself ... One of the most important qualities that ensures the success in teaching children is independence. Modern society requires a person to be able to make decisions independently, to take an active position.

In preschool age, conditions arise for the child to master independence in activities, the child has his own desires. This also becomes a prerequisite for the development of creative activities in preschool age, in which the child goes from his own idea to its implementation. Within certain limits, the child is already capable of independent actions and feels an urgent need to realize this new ability. Accordingly, the child becomes interested in and available to games that require a certain amount of independence from him.

Educational games captivate and entertain children, develop the mind, expand, deepen mathematical concepts, consolidate the acquired knowledge and skills.

Children are very active in the process of working with educational games, they are persistently looking for a course of solution that leads to a result. Educators often underestimate the role of developmental games in the formation of independence in children and do not use them as often as they would like, and it is the use of these games that will help the child better understand such a complex science as mathematics, help to lure the child and strengthen the knowledge gained in class. It is also necessary that the child himself wants to, becomes interested in such a didactic means as developing mathematical games.

Research object is independence as a quality of the personality of preschoolers.

Subject of study - developing games as a means of developing independence.

Purpose of the study - development of techniques for guiding educational games for the development of independence.

Tasks:

1. On the basis of the study of psychological and pedagogical literature, reveal the concept of independence as a personality trait.

2. To identify the features of the manifestation of independence in older preschool children

3. To generalize the experience of using developmental games for the development of thinking of preschoolers, as well as their possibilities in the formation of independence in older preschool children.

preschool pedagogical educational game

1 . The concept and meaning of the development of self-reliancetee in preschool children

The problem of independence was specifically posed by the great Slavic teacher Ya.A. Komensky, who points out that you can learn by heart only what is understood by reason. The didactics of J. Zh. Is based on the child's development of independence. Russo.

In the writings of our compatriots L.Yu. Gordin, N.V. Kukhareva, N.A. Menchinskaya and others, expressed the views that it is necessary to awaken the thought of children, develop their mental abilities, instill the skills of independent work - these are their main pedagogical views. This is especially convincing today.

The most complete theoretical coverage of the problem of student independence is obtained in the works of K.D. Ushinsky, who made sure that the children "should work independently, if possible, and the adult supervised this independent work and provided material for him."

The urgency of the problem of the formation of mental independence consists in mastering and managing the laws of socio-economic life, conscious participation in the formation of society, orientation in the flow of information - all this falls on the individual today, so she must master the apparatus of inventiveness and creativity.

Independence is the most important personality trait .

By independence, as a component of personality ability, researchers mean: the ability to isolate one's position, the ability to communicate with oneself (L.V. Zharova); the ability to independently implement the structural blocks of activities (EA Arkin); the ability to plan, systematize, regulate and actively carry out their activities without constant external guidance and assistance (A.K. Kolchenko); the ability to correlate aspirations and opportunities, to adequately assess the process and the result of their activities (K.P. Kuzovkova). From the standpoint of the relationship, independence is viewed as a generalized component of the attitude of the individual to the performance of his duties, to the process of activity, its result, focus on independence, autonomy of his social practice and relationships with people.

Independence as a personality trait presupposes: firstly, independence, the ability to make and implement important decisions on your own, without outside prompting; secondly, responsibility, readiness to be responsible for the consequences of their actions; third, the belief that such behavior is correct, real and socially possible.

In studies devoted to the problem of upbringing and personal development, there is a different approach of the authors to the definition of the content and signs of independence. According to the Soviet psychologist A.N. Leont'ev, independence is a mental state of an individual. Explaining this idea, he says that in different areas of life and activity, under certain conditions, a stable image of independent actions is distinguished and consolidated, the repetition of which develops the stability of a certain state that characterizes a person as independent.

In the works of K.P. Body independence is defined as a personality quality, expressed in the ability to master knowledge and practical skills, which are then used in various conditions of their own activity, accessible to children 2-4 years old.

In modern psychological literature, a number of properties are highlighted that constitute the essence of independence and associated mental phenomena: the ability to assert itself, maintain the stability of the "I", self-control, the ability to regulate one's own behavior and emotional reactions, the ability to maintain one's opinion despite external pressure, the tendency to take on responsibility for the most important events in your life, and not blame other people, objective circumstances or fate, etc.

Independence is a socially important and significant personality trait, the moral value of which is determined by a person's activity in joint activities and relations with other people. The development of independence always presupposes its historical definiteness and conditionality by the social system. Therefore, the nature of the manifold manifestations of this personality trait in a particular society changes and is explained by the dependence of a morally acceptable ideal on its content. In Soviet ethical literature, the moral ideal is defined as a set of socially recognized qualities and personality traits of a new person. This is evidenced by the works of L.N. Bozovic, A.K. Kolchenko, I.S. Yakimanskaya. The meaning of independence lies in the fact that it helps a person to achieve what he wants in accordance with the general conditions of social activity and the environment.

Independence is formed by the entire lifestyle that encourages a person from early childhood to do things and take responsibility for them. It is especially valuable in those extreme situations when it is necessary to make an independent decision without waiting for a command from the outside. Soviet researchers argue that independence does not arise overnight. L.I. Bozhovich, A.A. Lublinskaya and others. It develops from the very childhood on the basis of strengthening of the simplest skills and habits. First, the child learns self-care skills. Subsequently, in the very process of independent activity, a number of internal conditions for its development are created. This means that the results of the development of independence themselves become prerequisites for its further improvement.

Self-reliance is a constantly developing personal quality, the fundamental principles of which are laid in preschool age. Becoming independent is an objective necessity and a natural need for a child. This property is found in children at an early age and is directly related to volitional processes (D.V. Mendzheritskaya).

According to its psychological structure, independence includes the following components: cognitive, volitional, emotional. They characterize the knowledge about the task and the methods of its implementation (mental and practical) and the level of mastering these methods. The presence of such components shows that according to the content of independent activity, it is possible to identify and form such personality traits as purposefulness, volitional perseverance, organizational skills, kindness and compassion. The unity of these components creates the preconditions for the formation of independence as a moral and volitional quality, the prospects for the development of an optimistic, vigorous personality, the ability to concentrate efforts and overcome difficulties.

The indicators of the independence of the older preschooler are: the desire to solve the tasks of the activity without the help of other people, the ability to set the goal of the activity, carry out elementary planning, implement the conceived and get a result adequate to the goal, as well as the ability to show initiative and creativity in solving emerging tasks for based on a number of studies (Z.A. Mikhailova). The study of the independence of older preschoolers from the standpoint of their readiness for school revealed the presence of a close relationship between these indicators: the higher the level of independence of older preschoolers, the higher their level of readiness for school. Therefore, one of the main programmatic tasks of upbringing is to instill in children the skills of independence.

The educational task - instilling in children the skills of independence is carried out according to age capabilities.

Initiative and planning - these are the first elements in the formation of independence, reflected in the behavior of purposefulness, focused on the final result of the action. The success of this stage largely depends on the adult, because the child's initiative is much ahead of his ability to independently implement it. Consequently, the task of an adult at this stage is maximum respect and support for the child's intentions, and mandatory practical help. If correct support is carried out without an emphasis on helplessness, without humiliation of dignity, then the first element of true independence is fixed in the structure of the child's personality - the need for expediency, normativity of actions that have a practical result, which has social significance, cultural meaning.

The second typical sign of true independence is purposefulness, persistence in actions that are subordinate to the achievement of the goal. The child becomes assiduous and persistent, passionate about one thing for a long time with an insistent desire to get not just any, but the intended result. The adult's task at this stage is also correct support. After all, the meaning of this period is the formation of purposefulness, perseverance and the desire to achieve what was conceived, as the second sign of developing true independence.

The third sign in the development of independence is the ability for self-control and independent assessment of the result of one's activity and oneself as a doer. Self-control and self-esteem not only complete the formation of independence as a holistic personal education, but also radically change the child's self-awareness, his knowledge of himself and his attitude to himself.

Self-reliance is a constantly developing personal quality, the fundamental principles of which are laid in preschool age. The available scientific data indicate that by the end of senior preschool age, under conditions of optimal upbringing and learning, children can achieve pronounced indicators of independence in various types of activity: in play (N. Mikhailenko), in work (M. Krulekht, R. Bure), in cognition (A. Matyushkin, Z. Mikhailova, N. Poddyakov), in communication (E. Kravtsova, L. Artemova).

In modern psychological and pedagogical research (G.I.Shchukina, T.I. Shamova, N.A. Polovnikova), independence is seen as a complex personal education, the source and basis of self-regulation of learning. "Independence characterizes activity without participation and assistance from outside, as the desire and ability to set a task for oneself, purposefully, with concentration to perform productive activities, to show initiative in new situations of solution" (GI Shchukina).

In this understanding of independence, the following features are characteristic: the manifestation of internal motives and a person's awareness of the goal and meaning of work; the ability to lead it creatively; manifestation of activity in activity; its implementation without the help of other people; demonstration of initiative and ability to take responsibility for their actions.

Independence is manifested in equal types of activity, including cognitive. Cognitive independence is considered as the ability to cognize in the process of educational activity (Danilov M.A., Lerner I.Ya., etc.)

M.A. Danilov identifies the following signs of cognitive independence: the desire and ability to think independently; the ability to navigate a new situation, find your own approach to a new task; desire not only to understand the assimilated, but also the methods of obtaining knowledge; a critical approach to judging others; independence of their own judgments.

Independence is formed in the process of education and is represented by three main components: motivational, content-operational and volitional. In the process of personality development, three levels of cognitive independence are distinguished: reproductive, partial-search, research, which are fundamental in the selection of content, methods and techniques of teaching and upbringing.

So, independence is manifested through initiative, the nature of the search for solutions to educational and cognitive tasks in the absence of help from an adult. The child's activity also depends on the development of independence. It is difficult to isolate the manifestations of activity and independence, they are expressed in the purposefulness of cognitive actions, their expediency; in the nature of knowledge, skills, methods of activity; desire to expand, deepen cognitive activity.

The activity and independence of children is expressed in the psychological mood of their activity: concentration, attention, thought processes, interest in the activity being performed, personal initiative.

The measure of independence shown by children in solving problems makes it possible to distinguish two types of thinking. In the first case, the goal of the action is set by the adult, and the way to achieve it is shown. In the second case, the child acts independently and reveals the properties of objects in the course of their transformation. Psychologists call this kind of thinking child experimentation. It is possible only in the course of a specially organized activity, which is not given in the form of a diagram, but is built by the preschooler himself as he receives more and more information about the object. This is an activity that the child himself rebuilds depending on the results obtained. Errors and trials are inherent in such activity; it unfolds as a search activity aimed at testing the child of new ways of transforming an object that he has put forward. This activity promotes self-reliance.

This means that the measure of independence in activity determines the nature of the activity, answers the question: it is performed by imitation or on the basis of its own initiative. In practical activities for transforming objects (research of qualities, properties, composing a whole from parts, determining quantity, measuring, modeling), solving problem situations, setting up experiments, conditions are created for the manifestation of independent thinking in achieving a positive result.

The formation and development of independence in a child is carried out only in interaction with an adult (A.N. Leont'ev, L.S.Vygotsky). Optimal conditions for the development of independence are considered through the rational organization of assistance to the child on the part of adults, the activation of his mental, emotional, volitional forces.

The developmental influence of the educational material acquired by children at preschool age consists in the development of their cognitive activity, mental abilities, figurative and logical thinking, and personal manifestations. With the correct guidance by the teacher of practical and mental activity, they successfully form ideas about relationships, connections between objects and phenomena of the world around them. Children master the basic ways of practical actions: correlation, equalization, comparison, counting, measurement, etc.

To a lesser extent, organized classes develop independence of thought, initiative, elements of creative manifestations, ingenuity, ingenuity, resourcefulness, i.e. those qualities and personality traits that ensure a high level of learning ability of children in the future, a positive attitude towards learning activities, success in it.

For the development of these personality traits of a preschooler, it is necessary to create special conditions, one of which is the presence in group rooms for the free use of children of games, play materials that stimulate children's activity, arouse their interest, requiring search methods of action to solve.

The content of independent activity, structurally represented by the goal, motive, actions and result is a variety of entertaining didactic material. These are games for replacing places, moving figures, spatial transformation, logical tasks for plane and volumetric modeling, jokes, puzzles, labyrinths, etc. The purpose of the activity is specific: to compose a silhouette, come up with a new puzzle problem, find a way to move figures, guess, etc. etc. It is inherent in the game, exercise, is available to the child and, as a rule, is accepted by him, which depends on the skills formed in the child, his mastery of the game. The goal can be put forward and explained to the child by the adult, who explains what needs to be done and how to arrive at the result (general direction of action). In this case, independence is manifested in the choice of the method of action that leads to a positive result. It is possible for the players to set goals independently, which is most clearly manifested when performing creative tasks.

Initially entertaining didactic material attracts children with its uniqueness, novelty, and colorfulness. This arouses interest, desire and desire to play these games, i.e. is a motive, a stimulus for vigorous activity. With the development of games, developing independence becomes a motive for play activities. Awareness of success by children, positive emotions experienced at the same time, cause the activity of manifestation of children's creativity.

The experience of preschool institutions has shown that the independence of children is higher where teaching methods that stimulate children's creativity were used (refusal to show methods of implementation, use of samples, etc.). Children's independent activity is also characterized by a cognitive motive. As they master the games, children begin to be interested in ways of performing, getting new ones in independent searches, and testing them. Practical actions, as a result of which the player comes to the result, are varied and depend on the content of the goal, the development of the game by the child.

In games for changing places - moving the pieces, choosing the shortest path; when drawing up silhouettes - actions for the distribution of elements in space, taking into account their size, proportional to the combinations. In conditions of independent activity, the child is free to choose adequate or erroneous methods of performing actions that do not lead to a decision. Actions are of a trying, searching nature. The result is manifested in the form of a compiled silhouette, an identified pattern, a transformation carried out, an answer to an entertaining question. A child does not always come to a result in the form of a product of activity. The result is determined on the basis of the task, can be expressed in the form of active search actions, is of a purely mental nature.

The general characteristics of independent activity in childhood boils down to the following: it is an active independent activity, developed on an entertaining didactic material that is interesting for children; the choice of the game, the nature of the actions, the setting of the goal is carried out on the basis of the player's own initiative; independence is manifested in the ability to accept a goal, choose a method of implementation, implement what has been planned, get a result, set new tasks for oneself in the course of activities, find ways to solve; there are all conditions for the manifestation of creativity by children in search activity; the main method of leadership is to encourage children to take action, involve them in active creative activity; activity takes place without visible guidance from adults, which does not deny the use of various methods of leadership (N.A. Vetlugina).

The genetic basis of independence as a personal manifestation is the process of imitation, which is considered in psychology as an important link in the child's support for independent activity (A.G. Kovalev, V.A.Protetsky, T.I. ). Independence grows directly from imitation, and these two manifestations constantly interact in the development of personality. Recognition of the process of imitation as the genetic basis of independence provides a basis for the assertion of the role of interaction between a child and an adult in the development of independence.

The structure of independent activity can be represented as follows.

1. The emergence of ideas (goals) as a manifestation of the child's interests, which is expressed in the choice of the type of activity, the formation of an organization, attracting peers to participate, establishing positive relationships with them, and preparing material conditions.

2. The realization of the plan consists in the use of adequate methods of action, previously mastered, both reproductive and creative, modified by children.

3. Independent actions, their improvement in order to realize (approximate) the set goal.

In pedagogical research (G.N. Godina), the levels of the formation of independence are considered, a comparative characteristic of this personality trait in younger and older preschool age is given. According to the psychological structure, the author considers independence as consisting of cognitive, volitional, emotional components. Therefore, based on the content of independent activity, it is possible to identify and form such personality traits in children as purposefulness, perseverance, kindness, sympathy; to form independence as a moral and volitional quality.

The formation of independence is based on organizational and cognitive factors of personality development (knowledge, skills) and on emotional-volitional, expressed in the presence of volitional effort, feelings.

These pedagogical provisions indicate the line of formation of personal independence (as a personality trait).

2 . Features of the development of independence in doshasage

Early age ends with the development of independence in the sphere of practical activity.

During preschool childhood, independence continues to develop, but on a different basis. In the process of gradual mastery of the logic of the interconnection of phenomena, the construction of an elementary practical worldview, the formation of accessible independent reasoning, inference, generalization of facts, is conditioned by the readiness for schooling.

Thus, in the formation of independence, an essential role is played, on the one hand, by the organizational and cognitive factors of personality development, the availability of knowledge and skills, and on the other hand, by the emotional-volitional factors that characterize the child's inner attitude, position and are expressed in the presence of volitional effort, feelings.

The independence of the older preschooler is manifested in his ability and desire to act without the help of an adult, in his readiness to seek answers to emerging questions. Independence is always associated with the manifestation of high activity, initiative, creativity (its elements). So A.A. Lublinskaya in her works argues that independence is a special form of children's activity inherent in a child already at the beginning of preschool childhood.

The need for the formation of independence in preschool children is justified by the fundamental position of pedagogy on the upbringing and all-round development of the personality of each child in a collective of children. Independence by its heterogeneity can be both collectively and individually directed depending on the conditions, type of activity, individual characteristics of the child, from an accomplice in the activity and manifest itself to a greater or lesser extent, partially or completely.

An independent child is, first of all, a child who, as a result of the experience of successful activities, supported by the approval of others, feels confident. Successful personal experience of independent affairs gives rise to the child's desire to prove himself, to try his hand at new things. Hence the great educational value of a successful independent activity, which, as it were, within itself contains a source of self-movement of the individual, pushing her to solve new problems. Therefore, the characteristic "independent child" always contains an assessment of independence as the predominant feature of behavior, manifested in various spheres of his activity (work, play, etc.).

A normally developing child is given not only the opportunity, but also the desire for independence, which is already so well expressed in the preschooler.

It is naive to expect that a child will obediently do everything that adults tell him until a certain age, and then, one fine day, he will suddenly become independent, learn to set goals for himself and make meaningful decisions. If we want our children to grow up independent, then we need to teach them not only everyday independence, i.e. the ability to dress independently, eat, make the bed and do simple homework, and not only the ability to communicate independently, but also the ability to independently make decisions and be responsible for the consequences of their actions.

For the formation of independence, the following conditions are necessary:

Activating the mental, emotional, volitional forces of students;

Reliance on motive (special techniques to stimulate activity and independence);

Organization of optimal assistance to a child from an adult (cooperation, co-creation in activities).

The problem of a child's readiness for schooling is one of the problems in which the interest of researchers from different countries does not dry out. The study of the independence of older preschoolers from the standpoint of their readiness for schooling revealed the presence of a close relationship between these indicators: the higher the level of independence of the older preschooler, the higher the level of his readiness for school. We can say that the independence of a preschooler, understood as the child's desire and ability to persistently solve the tasks of activity relatively independently of the adult, mobilizing the existing experience, knowledge, using search actions, is a significant factor in social and personal maturation and readiness for schooling.

To understand the patterns of the formation of independent activity, it is necessary to determine the optimal conditions conducive to the formation of independence. The main one should be recognized as the developmental nature of training. It is in the conditions of developmental education that activity and independence are formed, the desire of the individual for continuous development is manifested.

Developmental education should be considered one of the main conditions for the formation of independent cognitive activity, because it provides the mastery of the basic techniques of theoretical knowledge and rational thinking in the field of mathematics, the intensive development of productive, creative thinking in the process of solving various problems. N.V. Metelskiy defines one of the principles of teaching mathematics as "intellectually developing teaching."

3 . The concept, types and significance of the use of educational games in a kindergarten

Educational games have a peculiar structure, in which most researchers distinguish such structural elements as:

1) educational task;

2) game action or game element;

3) rules;

4) conclusion or ending of the game.

The learning task determines the content, rules of the game and guides the game's actions. The volume and content of learning tasks correspond to the curriculum for teaching children of this age in kindergarten or school.

The implementation of training tasks occurs through game actions. The more interesting the play actions, the more inconspicuously and efficiently the child performs the play task. The presence of a game action or a game element is the main difference between a developing game and a developing exercise. Introducing a game element into an exercise can turn the exercise into a game, and vice versa, if the game element is removed from the game, the game turns into an exercise.

Game actions or game elements are carried out in the form of game manipulations with toys, objects or pictures (selection, folding, unfolding, etc.), in the form of searching for an object and finding it; guessing and guessing; performing roles; competitions; special playing movements (claps, etc.); as a game element, a word or a start-up phrase can be used. Several game elements sometimes appear in one game.

Children strive to bring an element of competition into any game. This teaches them to a higher rate of mental activity, but games should be used for educational purposes, directing the interests of the players towards achieving a collective result in order to prevent rivalry between the players.

The developmental game is regulated by the rules, the implementation of which contributes to the deployment of the content of the game, the implementation of developmental tasks. The rules indicate the way to solve the problem, determine the methods of the upcoming mental activity, regulate the relationships of the players.

A difficult question in the theory of developing games is the question of their classification. Until now, a unified classification has not been adopted. So games are classified: by content, by the presence or absence of play material, by the degree of activity of children, etc.

According to the use of play material, games with toys and pictures, desktop-printed, verbal games are distinguished.

According to the degree of activity of children and the teacher, educational games are divided into three groups: games-activities, games-exercises, auto-educational games.

To successfully teach mathematics through play exercises, it is necessary to use both objects surrounding the child and educational games. It is known that the assimilation of knowledge by a child begins with a material action with objects or their drawings, models, schemes. Practical actions turn into verbal description. As a result, there is a connection between the material and speech forms of actions. Gradually the reliance on actions with objects or their models is reduced. Pronunciation of game actions is transferred to the inner plan (actions in the mind).

The basis for organizing work on teaching mathematics to preschool children using educational games is the following system of didactic principles:

· The principle of psychological comfort (an educational environment is created that ensures the removal of all stress-forming factors);

· The principle of a holistic view of the world (when new knowledge is introduced, its relationship with objects and phenomena of the surrounding world is revealed);

· The principle of activity (new knowledge is introduced not ready-made, but through independent "discovery" of it by children);

· The principle of creativity (the learning process is focused on the acquisition by children of their own experience of creative activity).

Play activities should be integrated, in which mathematical tasks would be combined with other types of children's activities: cognitive-research, constructive, productive, etc. Teaching children should include both direct and mediocre methods that contribute not only to the acquisition of mathematical knowledge, but and the general intellectual development of preschoolers. It is advisable to use conventional symbols widely enough to allow children to move from learning with visual elements to solving problems in a mental sense. And also include physical education, logical tasks, which are game exercises aimed at the development of motor skills, visual motor coordination, the development of logical forms of thinking. Riddles, proverbs, sayings, folk signs, poems that will allow you to connect game math lessons with lexical topics. To use "verbal visualization - a figurative description of an object, phenomena of the surrounding world, works of art, oral folklore" in the classroom in mathematics is recommended by E.I. Shcherbakov in the book "Methods of teaching mathematics in kindergarten" (M., 2000, p. 81)

In the course of such game activities, mathematical leisure, quizzes, KVN, construction-constructive and plot-based role-playing games with mathematical content, children do not see that they are being taught something, but think that they are only playing. But unbeknownst to themselves, in the process of playing, preschoolers count, add, subtract, and solve all sorts of logical problems. This is interesting for children because they love to play. The adult's role in this process is to keep the children interested.

Educational games are divided into the so-called traditional and author's.

Traditional educational games.

There are many different options for shape, color, size, etc.

It is needed to form ideas about size (large, small, medium, larger or smaller, the same - not the same), shape, color (it is good if there are paired parts of the same color). Sorting by these criteria. Putting the rings on the rod itself is a great workout for eye-hand coordination, and the development of fine motor skills.

1. Seguin boards

Flat boards with slotted frames of various shapes. It is necessary to pick up a figurine of exactly the same shape and insert it into the slot. Trains fine motor skills, the eye, teaches to correlate shape and size, develops coordination of hand movements.

2. Inserts

Volumetric toys with slits in the walls. The kid must pick up the figure to the slot and insert it into the hole.

Liners one into the other. This is a matryoshka doll and many other similar toys.

All inserts, as well as Seguin boards, improve the visual and tactile perception of the shape and size of objects, as well as train fine motor skills and coordination of movements.

3. Lacing

Prepare your hand for writing from an early age. They contribute to the improvement of the coordination of movements of both hands, develop hand mobility, train the hand-eye system, teach the child's fingers to make precise movements - a pinch grip (three fingers), a tweezers grip (two fingers).

4. Building blocks and constructors.

Teaching a child to design various structures and buildings. For older people - buildings according to a drawn plan or the embodiment of their own ideas. Development of spatial imagination.

5. Board games.

Lotto with cut cards.

Mosaic.

They teach to classify objects according to various characteristics - shape, color, size.

Puzzle games from 2 parts and then more. First skills in plane design. Isolation of a part from a whole and vice versa.

Dominoes. The ability to find among several objects two identical by distinctive features.

Games "Walkers" with a dice and chips. Teaches the game by the rules and in turn.

Let's take a look at some of the most common and widely used authoring games.

Logic blocks were invented by the Hungarian mathematician and psychologist Z. Dienes, they are a set of 48 geometric shapes:

Four shapes (circles, rectangles, circles, triangles);

Three colors (red, blue, yellow);

Two sizes (large and small);

Two kinds of thickness (thick and thin).

There are no identical shapes in the set. Each geometric figure is characterized by four features: shape, color, size, thickness. Games with blocks are available, on a visual basis, they acquaint children with the shape, color, size and thickness of objects, with mathematical representations and basic knowledge of computer science. They develop mental operations in children (analysis, comparison, classification, generalization), logical thinking, creativity and cognitive processes (perception, memory, attention and imagination). Playing with the Dienesh blocks, the child performs a variety of objective actions (breaking, laying out according to certain rules, rebuilding, and others).

The Kuisener sticks were developed by the Belgian mathematician H. Kuisener.

A set of colored sticks - numbers consists of plastic prisms in 10 different colors and sizes. Each rod is a rectangular prism with a cross section of 1 sq. centimeter. Each stick is a number expressed in color and size, that is, length in centimeters. The selection of color is not arbitrary, the colors are divided into conditional classes.

For example: the class of red numbers is a multiple of two (2, 4, 6, 8); class of blue numbers - numbers equal to three (3, 6, 9); class of yellow numbers - multiples of five (5, 10).

Kuisener's sticks will help the child not only understand the world of numbers, but also freely navigate in it, mastering along the way such concepts as "more - less", "how much more - less", "longer - shorter". With the help of sticks, you can build stairs, model geometric shapes, make various patterns, "weave colorful rugs" getting acquainted with the composition of the number of two smaller numbers.

The math tablet is a square field with 25 pins for drawing with rubber bands. These are tasks for acquaintance with geometric shapes, for orientation in space, for symmetry, for laying out numbers. Using a tablet, you can familiarize your child with the coordinate system. Didactic tools Dienes blocks, Kuisener sticks, a mathematical tablet can be used for composing educational fairy tales, as well as in the independent activities of children. Thus, this method of teaching mathematics is based on play - the leading activity of a preschooler. Children under 7 years old are not capable of deliberate and purposeful activity. The peculiarity of the method is that the child himself willingly enters the game and learns the necessary knowledge and skills on the basis of detailed practical actions with objects, visual material and conventional symbols.

Nikitin's cubes "Fold the pattern". The game consists of 16 cubes, each of the six faces of which is painted in one of 4 colors, there are also two-color faces painted diagonally. This allows you to create a wide variety of patterns: one-color, and two-color, and three-color, and even four-color. These patterns can resemble the contours of various objects or reproduce geometric patterns. At first, you can fold patterns according to ready-made patterns that are attached to the game "Fold a Pattern", and when the kid gets comfortable, invite him to come up with patterns for folding pictures and ornaments on his own.

The most popular games of Voskobovich

"Geokont" - it is also called "plaque with carnations" or "multi-colored cobwebs" - is a plywood plaque with a coordinate film applied to it. Plastic nails are fixed on the playing field, on which multi-colored "dynamic" elastic bands are stretched. As a result of this design, subject silhouettes, geometric shapes, patterns, numbers, letters are obtained.

The play set is accompanied by the methodical fairy tale "Kid Geo, Raven Meter and I, Uncle Slava" (the word "geometry" is encrypted in the name of the fairy tale).

"Voskobovich Square" or "Game Square" is 2 color (for children 2-5 years old) and 4-color (for 3-7 year old children)

The game consists of 32 rigid triangles glued on both sides at a distance of 3-5 ml from each other on a flexible fabric base. On the one hand, the "Square" is green and yellow, on the other, blue and red. The "square" is easily transformed: it can be folded along the fold lines in different directions according to the "origami" principle to obtain volumetric and planar figures. That is why this game is also called "Eternal Origami" or "Square - Transformer".

The game is accompanied by the methodical tale "The Mystery of the Crow of the Meter, or the tale of the amazing transformations-adventures of the square". In it, the "Square" comes to life and turns into various images: a house, a mouse, a hedgehog, a kitten, a boat, a shoe, an airplane, a candy, etc. The child collects figures from the pictures in a book, which shows how to fold a square, and an artistic image of the same object is given.

This square puzzle not only allows you to play, develop spatial imagination and fine motor skills, but is also a material introducing the basics of geometry, stereometry, counting material, the basis for modeling, creativity that has no age restrictions.

Miracle Crosses is a game with inserts. The inserts are made of circles and crosses. The crosses are cut into pieces in the form of geometric shapes. At the initial stage, children learn to assemble the cut shapes into a single whole. Further, the task becomes more complicated: according to the schemes in the "Album of Figures" (attached), the child collects first paths, towers, and then dragons, little men, soldiers, insects and much more.

The game develops attention, memory, imagination, creativity, "sensing" (distinguishing between colors of the rainbow, geometric shapes, their size), the ability to "read" diagrams, compare and compose a whole from parts.

“The ship“ Splash - Splash ”is a playing field made of carpet in the form of a ship with a glued plywood hull and printed numbers from 1 to 7. You need to attach sails to the mast on the hull according to the colors of the rainbow and the required number of Velcro flags.

The game develops fine motor skills, attention, memory, thinking, gives an idea of \u200b\u200bmathematical concepts, color, height, spatial arrangement of objects, conventional measurements, the number of objects, their serial number and digital series.

"Mathematical baskets" - this manual will help the child literally "by touch" to consolidate the count, to understand the composition of numbers, and also to understand the meaning of addition and subtraction. The kid needs to put a certain number of mushroom inserts into baskets with a different number of grooves.

According to the fabulous plot, the child, together with the “little animals”: \u200b\u200bthe Hedgehog-One, the Bunny-Two, the Mouse-Three and others, collects mushrooms in baskets, counts them, distributes to the animals an equal number of mushrooms and checks whether the baskets are full or not. The animals gather mushrooms, and the kid finds out who has collected more and who has collected less.

Nikitin's creative educational games for children are based on a common idea and have characteristic features:

1. Each Nikitin's game is a set of problems that the child solves with the help of cubes, bricks, squares made of wood or plastic, details of a mechanical constructor, etc.

2. Tasks are given to the child in various forms: in the form of a model, a flat drawing, an isometric drawing, a drawing, written or oral instructions, etc., and thus acquaint him with different ways of transmitting information.

3. Problems are arranged approximately in order of increasing difficulty, ie. they use the principle of folk games: from simple to complex.

4. The tasks have a very wide range of difficulties: from sometimes accessible to a 2-3-year-old kid to unbearable for an average adult. Therefore, Nikitin's games can arouse interest for many years (until adulthood).

5. The gradual increase in the difficulty of tasks in Nikitin's games allows the child to go forward and improve on his own, i.e. develop their creative abilities, in contrast to learning, where everything is explained and where only the performance traits are formed in the child.

6. Therefore, it is impossible to explain to the child the method and order of solving problems, and it cannot be prompted either by word, gesture or glance. Building a model, realizing a solution in practice, the child learns to take everything from reality himself.

7. You cannot demand and strive for the child to solve the problem on the first try. He may not have matured yet, not ripe, and you have to wait a day, a week, a month or even more.

8. The solution to the problem appears before the child not in the abstract form of the answer to a mathematical problem, but in the form of a drawing, pattern or structure made of cubes, bricks, construction set parts, ie. in the form of visible and tangible things. This allows you to visually compare the "task" with the "solution" and check the accuracy of the task yourself.

9. Most of Nikitin's creative educational games are not limited to the proposed tasks, but allows children and parents to compose new versions of tasks and even come up with new educational games, ie engage in higher-order creative activities

10. Nikitin's games allow everyone to rise to the "ceiling" of their capabilities, where development is most successful.

Independent activity is of great importance for the implementation of the program of mathematical development of children. In games, especially collective ones, the personality traits of children are formed. They learn to take into account the interests of their comrades, to restrain their desires, they develop a sense of responsibility, and develop will and character.

4 . Using educational games to develop independence in childrenth senior preschool age

Independent activity is of great importance for the implementation of the program of mathematical development of children.

In educational games, there is hidden the ability to independently find answers to many questions: what is the harmony of the combination of figures, how to ensure the transformation of colors and shapes at the same time, change the shape of the gaming device, etc., which is typical for games such as "Fold the Pattern", "Unicube "," Lotus flower "and others. Each of the educational games, as a rule, is a model of reality. Personality qualities (independence and initiative, creativity, etc.) and skills (combine, assume, modify, etc.) acquired in games are applicable in any educational and life situation.

A great contribution to the development of entertaining mathematical material was made by Z.A. Mikhailova. The system of work with preschoolers developed by her has a developmental orientation. PER. Mikhailova believes that the main ways of implementing the program for the mathematical development of children are cognitive and developmental games (play activities), as well as independent children's activities, mathematical competitions, entertainment, leisure evenings, etc., organized with children.

Solving various kinds of non-standard tasks in preschool age contributes to the formation and improvement of general mental abilities: the logic of thought, reasoning and actions, the flexibility of the thinking process, ingenuity and ingenuity, spatial representations.

In an integrated approach to the education and training of preschoolers in modern didactics, entertaining developmental games play an important role. They are interesting for children, emotionally capture them. And the process of solving, searching for an answer, based on interest in the problem, is impossible without the active work of thought. This situation explains the importance of entertaining tasks in the mental and all-round development of children. In the course of games and exercises with entertaining mathematical material, children master the ability to search for solutions on their own. The teacher equips children only with a scheme and a direction for analyzing an entertaining problem, which ultimately leads to a solution. Systematic exercise in solving problems in this way develops mental activity, independence of thought, a creative attitude to the educational task, and initiative.

To this end, it is necessary to organize a math corner in the group so that the children can freely take the game that they are interested in - Magnetic Mosaic, Geometric Lotto, Dominoes, Squares, etc. At the beginning of the game, active children will play, but gradually inactive, shy children will also start playing. Then interest groups are formed. The material must be constantly updated so that children who have mastered these games can play with new games. That is, children for whom the material was given more easily moved forward in their development. The teacher, in turn, should try to encourage children by making them more difficult, making various changes.

In games, especially collective ones, the personality traits of children are formed. They learn to take into account the interests of their comrades, to restrain their desires, they develop a sense of responsibility, and develop will and character.

For example, Kuisener sticks are initially used as play material. Children play with them, as with ordinary sticks, created various designs. Games with Dienes blocks attract the attention of children primarily by their qualitative features: color, shape, size, thickness. Children immediately identify them on their own: they group them according to these characteristics, build various structures, but more often artistic compositions: patterns, houses, buildings, animals, etc. The set of geometric shapes comes with pattern cards. At the first stage, children perform tasks according to the sample and gradually move on to independent creative modeling and construction. In work, when selecting material, it is necessary to take into account the age characteristics of children.

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Play is a school of morality, not morality in presentation, but morality in action.
D.B. Elkonin

The relevance of this problem of preschool education at the present stage of development of our society makes it necessary to place new accents in the implementation of a modernized pedagogical approach to organizing the educational process of preschoolers. Research by L.S. Vygotsky, N.V. Maslova showed that the cognitive sphere of a child has a rather complex structure and requires serious study not only from psychologists, but also from practicing teachers. The experience of modern research in the field of education and upbringing of children in the system of preschool institutions shows that already in preschool age, such important qualities as: spontaneity, curiosity, observation, independence in judging and defining their ideas about anything are dulled. This suggests that in preschool education there is a problem of "returning children to childhood", updating the content and methods of teaching and educating children in general. Preschool age is a unique period of human life. Its originality lies in its special sensitivity, sensitivity to the assimilation of the surrounding reality; in the activity of a preschooler - survey, subject-survey, subject-manipulative, cognitive. The knowledge given in an entertaining form of play is assimilated by children faster, stronger and easier than those that are associated with long "soulless" exercises. A simple and seemingly clear idea for everyone, but, as often happens, it is easy to say, but difficult to do. That is why the problem of child play is one of the most pressing problems of child psychology and pedagogy. As relevant as ever. Therefore, it is this topic that I consider in my work.

Goal: Show the role of play as an important means of education.

Tasks:

Develop the child's cognitive interest, desire and need to learn new things.
Develop imagination, memory, creativity of thinking.
To form basic ideas (about the world around, mathematical), speech skills.
To teach children to follow the rules during the game.
To form the ability to feel oneself in the space of the surrounding world and people.
Teach your child to play.
Foster a feeling of benevolence, mutual assistance.

Play is a kind of school in which the child actively and creatively learns the rules and norms of behavior of Soviet people, their attitude to work, social property, and their relationship. It is the form of activity in which the social behavior of children themselves, their attitude to life, to each other is largely shaped.

Purposeful systematic guidance of the play activity of preschoolers makes it possible to significantly expand the range of information and ideas of children about the world of objects and relationships between people around them, enrich the sensory experience of children, and activate their speech development and thinking.

Education in the system of preschool institutions is carried out most often in the process of the "monologue" of the teacher-educator on the one hand and the child on the other. Most preschool education programs are aimed at preparing a child for school, in the process of which the main attention is paid to the development of literacy, mathematical concepts, writing skills, and numerous tests are carried out. All this entails a constantly increasing volume of learning material being mastered. Hence, the child's cognitive activity proceeds as a mechanical repetition and fixation in memory of a certain scheme without interest in the content of this activity. The games used in the classroom are aimed at the narrative development of the plot, and the didactic task of the artistic and aesthetic development of the preschooler is not realized. The teacher-educator, replacing the game with educational exercises, does not allow the child to open up creatively. Such educational activity forms a low level of motivation to acquire knowledge, poor concentration of attention, leads to emotional overload, monoschematization of the information received, and reduces children's interest in learning.

A child's spontaneously accumulative sensory and intellectual experience can be voluminous, but disordered, direct it in the right direction - this is what is necessary in the process of learning cognitive communication in order for both to become developmental. The development of logical thinking involves familiarity with cognitive games. The practice of teaching has shown that the success is influenced not only by the content of the proposed material, but also by the form of presentation, which can arouse the interest and cognitive activity of children.

Play, the most important type of activity, plays a huge role in the development and upbringing of a child. It is an effective means of shaping the personality of a preschooler, his moral and volitional qualities. The most famous teacher in our country A.S. Makarenko characterized the role of children's games in this way; “Play is of great importance in the life of a child, it also has the same meaning as an adult’s activity, work, service. What a child is in play, so in many ways he will be at work. “The need for play is sometimes explained as the need to vent excessive vitality. "Child's play is not fun." P.F. Lesgaft liked to repeat this expression, since he saw in the play of children a peculiar form of activity, through which they prepare for life, acquire certain skills and habits, assimilate social experience, and form the traits of their future character. Children's play is not a useless passing of time, but "a clever pedagogical method of educating a young personality." Play is the work of children. The most favorite and natural activity for children is play. A child begins to play practically from the first days of his life. First he examines objects, then he tries them in motion, then changes places. By the age of three, the child begins to simulate complex game situations. The child at play is focused, his eyes show interest in the objects of his play. And the most important thing is that no one teaches young children to play. They themselves drive the cubes on the floor, while making the sounds of cars, they themselves bring toys together, depicting their communication. Children simply imitate the world around them and try to bring this world closer to themselves, embodying in the objects available to them.

During the game, the little ones are seriously occupied with mastering new sensory and motor skills. Play expands the child's knowledge of himself and the world, gives him a sense of mastery over what surrounds him. While playing, the child accumulates knowledge, learns the language, communicates and develops the imagination. Play is the work of children, but it should be understood that play in itself, which is not controlled by the teacher, does not bring the expected results. One of the main values \u200b\u200bof the game is the development of the child's physical qualities. As noted above, play is the only non-violent way to get a child interested in performing any actions aimed at developing physical qualities, such as speed, agility, strength, endurance and flexibility. Play can also be viewed as a form of activity in conditional situations, aimed at recreating and assimilating social experience, fixed in socially fixed ways of implementing objective actions, in cultural and scientific objects. The game reproduces the norms of human life and activity, the subordination to which ensures the cognition and assimilation of objective and social reality, the intellectual, emotional and moral development of the individual. In the game, behavior control develops and improves, since the hallmark of the deployment of the game is the rapidly changing situations in which the object finds itself after actions with it, and the equally quick adaptation of actions to the new situation. In play, the child's voluntary behavior is formed, his socialization, new attitudes to reality arise, there is a new aspect in the development of speech. The game is the first foundations of professional activity. It provides an opportunity to learn how to live. Both mental and physical skills of the child, and his special abilities, and his usual mental reactions are all due to the nature of the game. Already in the animal world, it breaks down the boundaries of physical existence. "Animals can play, which means that they are already somewhere more than just mechanisms. We play, and we know that we are playing, which means that we are more than just smart creatures, because play is a very smart activity. In play, as in the future activity of a preschooler, those actions are carried out that he will be capable of in real behavior only after a while. The child gains experience in his own activity, learns a lot from adults. Diverse knowledge, impressions, enrich him. the spiritual world and everything is reflected in the game.By the beginning of preschool age, the child already has a certain life experience, which is not yet sufficiently understood and is rather a potential ability than an established ability to implement skills in their activities. First of all, educational games are a joint activity of children with an adult. It is the adult who brings these games into the lives of children, introduces them to the content.

Play is a school of voluntary behavior. (D.B. Elkonin). Try to get your child to stand still - he will not stand even two seconds. But if this action is included in the game context, the goal will be successfully achieved. In the game “The sea is worried - one, the sea is worried - two, the sea is worried three. Freeze! " because even the most restless boys and girls freeze and stand, even on one leg. Game is a school of morality in action (A.N. Leontiev). You can explain to a child for as long as you like, “what is good and what is bad,” but only play is capable, through emotional empathy, through putting oneself in the place of another, to teach to act and act in accordance with moral requirements.

Psychological studies have shown that if "enemies" are included in game interaction, in which they are forced to work together, caring for each other, mutual hostility will soon disappear. Play is a leading activity in preschool age, an activity that determines the development of the child's intellectual, physical and moral strength. According to the Russian historian and philosopher Vasily Zenkovsky, "play is free creativity, the most important manifestation of the aesthetic principle in a person." KD Ushinsky also noted how important it is to observe children's play in order to determine the general and intellectual health of children. If a child does not express interest in games, is passive or plays stereotypically and primitively for his age, this is a serious signal for an adult: such a child requires special attention, this is a “special” child - maybe a genius, or maybe dysfunctional. With the help of the game, the child's education is more effective, and the upbringing is more pleasant. Play is a means of diagnosing a child's mental state, his personal development, but it is an excellent method for correcting certain defects, deficiencies, and developmental delays. The knowledge gained through play allows you to give the child the notion that the world is not chaos, that it can be comprehensible, and this gives the child a feeling of confidence in their abilities, develops their cognitive independence.

Working in kindergarten, I always set myself the following pedagogical tasks: to develop in children memory, attention, thinking, imagination, since without these qualities the development of a child as a whole is unthinkable. Children of the second younger group who came to me rarely answered questions, doubted their answers, attention and memory were poorly developed. As a teacher, this made me very alarmed, and I decided to carry out a cross-section of knowledge, with the help of which I could identify the abilities of children who especially need my help. Studying new literature, I came to the conclusion that using various didactic games, entertaining exercises in my work, I can correct the knowledge gaps in children. For many years I have been working in depth on the topic: “Learning by playing”. When working with children, I pay great attention to didactic, developmental games, but I try not to abuse them. Because a game drawn out in time, devoid of emotional intensity, can even do harm, since it reduces the child's interest in games. As the program content became more complex, I modify the games, and the use of visual material allowed not only to diversify the game, but also made it attractive for children. Entertaining games arouse great interest in children, especially the game "Travelers".

In the task I include cognitive tasks, problem situations, riddles, game exercises that cause children to perceive, remember, get results, understand and use conventional symbols, signs. In addition, I use not only board games, but also verbal ones: "On the contrary", "Flies - does not fly", "It happens - it does not happen", "What is far, what is close", etc. With the use of these games, intelligence develops to a much greater extent , ingenuity, logical thinking, laconic and precise speech is developed.

In my work I use a lot of didactic games and exercises of varying degrees of complexity, depending on the individual abilities of children. A special place among mathematical entertainments is occupied by games to compose a whole from parts: "Tangram", "Columbus egg", "Vietnamese game", "Mongolian game", "Leaf", "Magic square", "Puzzle of Pythagoras", "Pentamino". They are interesting for adults and children: children are carried away by what they see or conceived. They are involved in active practical activity on the selection of the way the figures are arranged in order to create a silhouette. For example, games such as FIND THE SAME PATTERN, FOLD A SQUARE, EACH FIGURE IN ITS PLACE, CHOOSE BY SHAPE, A WONDERFUL BAG WHICH WILL NAME MORE. The didactic game GEOMETRIC MOSAIC, I use in the classroom and in my free time, in order to consolidate the knowledge of geometric shapes, in order to develop attention and imagination in children. I try to create a new interesting table for each lesson. And if she used some tables several times, then she gave more complex tasks, different in color, shape and size. In my work, I use Dienish blocks, first with one hoop, where I introduced one sign, and when the children learned, I moved on to two or three hoops, for example, in the game "help the bugs find their home" two hoops are used when classifying objects - I fix two signs (color and shape), where children learn to classify objects according to these signs, learn to think, reason. Game exercise "Magic Dots" - sequential connection of dots helps to consolidate the count, teaches orientation on a sheet of paper in a cage and the resulting drawing is very pleasing to children. Great observation demands from children "Logic chains" or in other words "Name the neighbors". Gradually from the game "mathematical beads" passed to the game "Computing machine". This game provides a great opportunity to show children the structure of the algorithm. The game "smart train" (number ruler) allows you to solve examples with two-digit numbers. Game exercise "Magic Dots" - sequential connection of dots helps to consolidate the count, teaches orientation on a sheet of paper in a cage and the resulting drawing is very pleasing to children. The game "smart train" (number ruler) allows you to solve examples with two-digit numbers.

Using didactic games in the classroom and in free time helps to consolidate children's memory, attention, thinking. Therefore, in the future I will continue to use various didactic games and exercises in my work. Children are very interested in various labyrinths ("Help Alyonushka get out of the swamp", "Help Ivanushka get home", "which penguin will reach the hole with the fish faster"), where they first complete the task, following the lines of the maze with a pointer, then I suggest find the way with my eyes, during the game I teach children to talk about their actions, analyze and correct mistakes.

If the children cope successfully, then I complicate the next task and speed up the pace by completing the task for example: "Help the hare find the magic carrot", "Help the penguins to catch the fish."

Using games, I teach children how to transform equality into inequality and vice versa - inequality into equality. Playing such didactic games as WHAT NUMBERS IS NOT ?, HOW MUCH ?, CONFUSION ?, CORRECT THE MISTAKE, REMOVE THE NUMBERS, NAME THE NEIGHBORS, the children learned how to freely operate with numbers within 20 and accompany their actions with words. Didactic games such as THINK A NUMBER, NUMBER WHAT'S YOU NAME ?, MAKE A PLATE, MAKE A NUMBER, WHO IS FIRST TO NAME, WHICH IS NOT A TOY? And many others I use in my free time in order to develop children's attention, memory, thinking. The game COUNT DON'T MISTAKE !, helps to master the order of numbers of natural numbers, exercises in forward and backward counting.

To consolidate the knowledge gained in the classroom, I give children homework in the form of didactic games and exercises. For example: COLLECT THE BEADS, FIND THE ERROR, WHAT NUMBERS ARE LOST? etc. Children try to complete their task correctly, without making mistakes, in order to get a cheerful sun for this, and not a gloomy cloud with rain. Parents also take homework with their children very seriously. In the corner for parents, I post a folder with didactic games, explaining the purpose and course of the game. The game "What is hidden" - this game develops visual memory, arouses long-term, stable interest, activity, positive emotions.

Tricky tasks, puzzles, entertaining games arouse great interest in children. Children, without distraction, practice for a long time in transforming figures, shifting sticks in a given pattern. For example: six sticks. There is a house on the seashore (the children are laying out a house) Masha and Vitya live in it. Every morning the children went to the seashore and greeted the passing ships with a flag. But one day the flag disappeared. How can we help children? The task "It is necessary to shift two sticks so that a flag turns out" ("Turn the cow's head", "Turn the house in the other direction.") In such activities, important qualities of the child's personality are formed: independence, observation, resourcefulness, quick wit, perseverance is developed, constructive skill.

Almost all parents are widely aware of the opinion of psychologists and teachers that the best form of teaching and raising children is a game. How to stimulate child development? How to harmoniously develop it intellectually and physically? Read in our article an overview of the most effective educational games for children of different genders and ages that activate children's attention, perception and imagination, memory and fine motor skills, logic and much more.

Educational games: their meaning

Modern children are developing rapidly. They can no longer be reduced to just ordinary skills - to count, write or read. In order to successfully study and comprehend the world, when preparing for school, a child needs to have a certain set of harmoniously developed qualities. When assessing whether a baby is ready for school or not, indicators are considered:

basic experience
development of knowledge
emotional and language development
physical fitness
communication skills
visual perception, discrimination and memory
hearing ability
attitudes towards books
general and psychological readiness.

From this it becomes clear that the search for ways of all-round development of children is very relevant today. New technologies for conducting the educational process, increased rates of learning, huge amounts of information that should be processed by a young student, make different demands on his abilities than before.
Educational games - the easiest and most natural way to develop a child and prepare him for school. Educational games are based on such principles:

the principle of combining play and learning
the principle of transition from play to active cognitive activity
the principle of the gradual complication of games and tasks
the principle of enhancing the mental development of the child.

These principles contain the significance of developmental games, as they form the conditions in which the child will effectively develop comprehensively.
Each age period of a child's development is designed to learn new things. Educational games contribute to the formation of skills and abilities necessary for life, for example, to grab and hold an object, hold attention, be assiduous and much more. During the game, the child forms his emotional sphere, improves fine motor skills. That is why it is important to match games and toys according to the age of the child.

Types of educational games

For babies

coloring pages with large images and stickers
large soft puzzles
games about colors and shapes ("sorters", "transformers", pyramids)
(length, height, quantity, size, weight of items).

These simple games will positively affect the development of the baby's attention and memory, color perception, logical thinking and, of course, contribute to the formation of children's creativity. Do not forget that babies are engaged in such games with their parents.

Cognitive (didactic)

Such games (thematic sets of cards and pictures, cubes with pictures and numbers) expand the child's understanding of the world around him: about the animal world, flora and fauna, nature, professions, clothes, dishes, etc.

For the development of attention and memory

"Looking for a couple"
"Differences"
"In search of an object"
"What's wrong?"
"Labyrinth"

Such games also have a positive effect on the development of a child's attention and memory. The kid learns to concentrate, because he has to find a hidden object or the differences between almost identical drawings, select objects in pairs or highlight unnecessary (identical) ones. As a result, the baby will become more observant and attentive, resourceful and determined.

Games for the development of thinking and logic

We develop logical thinking from childhood with the help of special games. "Complete the picture", "Connect the dots", "Make a mosaic", "Make beads", "Associations" and other games are designed to teach the child to compare, analyze and systematize information, find connections between objects and generalize, determine the main and draw conclusions, which means to think independently. Such skills will be useful in the future in mathematics lessons.

Coloring Pages

Coloring pages are designed to develop the child's creativity, the ability to hold a pencil and make their precise movements, to distinguish and remember colors.

Jigsaw puzzles

Puzzles - a game where you need to assemble a picture from parts - it's fun and useful. For the smallest, use large puzzles made of soft material, and for older children, sets of small pieces are suitable, from which you can assemble colorful pictures.

Riddles and puzzles

Games in which you have to guess and decipher something are very popular with both small and big children. Riddles expand horizons, stimulate mental processes, teach to think logically and intuitively. Thanks to riddles, the kid learns more about the world around him. Rebus and charades are a kind of gymnastics for the mind. Thanks to such tasks, the child expands his vocabulary, trains to think and write independently.

Math games

Teach children to manipulate simple numbers from an early age. Colorful cards, cubes and books with numbers and funny pictures will help you with this, which will help you to easily, in an entertaining way, acquaint your child with the world of numbers and numbers, the concepts of quantity, counting and arithmetic.

Puzzles, constructors, lacing

Combine the development of logic and fine motor skills. The child can engage in this type of play independently.

Market overview of educational games

What games for children's development are available for parents today?

: they "talk" with the baby, "sing songs." They affect the development of a child's ear for music, contribute to the development of his emotionality, sociability. They can also help your baby talk.
sorters (inserts): great helpers in learning colors, shapes, and numbers. Volumetric figures must be inserted into the corresponding holes. You can think of many variations of games with such toys.
puzzles: collecting pictures from individual elements can be interesting for both children and adults.
cubes: learning to build houses by studying shapes, numbers and colors. We train logic and hand for writing.
constructors: we collect according to the sample or come up with our own project. Wooden, block, plastic, paper or metal - now there is a large selection.
board games: dominoes, checkers, chess, bingo, table basketball, football, hockey - they develop logical thinking and quick reaction.
role-playing toys: small and large dolls, cartoon characters, plush toys - with their help the kid simulates situations and learns to play role-playing games, which are a good simulator for the child's social adaptation.
sensory-motor (rattles, carousel-mobile, toy musical instruments) - introduce the child into the world of sounds, movement, forms.
pyramids: cone-shaped and spherical, wooden and plastic, multi-colored and others - they train the first logical thinking skills of the baby.
counting tables (abacus): sticks with strung objects of different shapes and colors - they teach the child well how to count, group and sort objects, sensory perception.
lacing: prepare the kid's hand for writing.
toys for active games: sports equipment and everyday items - physically develop the baby, help to understand ways of acting with objects.
sets of children's creativity: plasticine, modeling clays, applications - develop children's creativity.

“Council. When choosing educational games for your child, it is better to consult with the seller of a children's store, for what age this or that game / toy, for what purpose it is used, what qualities of the child it develops.

Do not forget that all games are developed by specialists to develop certain abilities of babies. If you do not take these rules into account, then you will not achieve the intended result and will waste your money.

Games for children from 0 to 3 years old

Let the preschooler paint more, learn to draw.

For schoolchildren

Games for children who have reached school age are changing their nature. Board games that are interesting for schoolchildren also develop a variety of abilities. It becomes interesting for younger schoolchildren to play team board games, as well as business games for children, which contribute to their successful socialization, develop communication skills and thinking. Guys at this age strive to express themselves creatively. Younger schoolgirls like to learn to embroider, sew, create crafts and jewelry with their own hands. Boys are happy to scratch engravings, cut them out with a jigsaw, and most often ask for building kits: they really want to make something!
Computer games, which can also be developmental, acquire relevance in this age period.

Computer and online games

Currently, a large number of specialized electronic resources have appeared that offer developing computer and online games for children. Such games are an absolutely logical continuation of all object and oral games and activities with children in order to develop their abilities. There are also positive aspects here - for example, a child gradually learns computer literacy. There is nothing complicated here: the child just plays the game he likes, thereby training memory or attention or the speed of thinking and the like. He can learn to think logically, generalize, make the right choices, practice math, or learn languages. And everything happens in an accessible way.

When working on a computer, there are rules:

Pay attention to the position in which the child is sitting at the computer. You need to sit without slouching, not bending over to any side, not slouching.
Keep the distance of the monitor from your child's face. The distance between them should be at least the diagonal of your monitor.
Learn to use the mouse. This useful skill will come in handy in educational computer games.

Children's computer games appeared not so long ago - just a few years ago, but this area has become very popular among children and their parents.

findings

Dear parents, remember that every child is individual and his development takes place at his own pace. Try to choose games that will develop your child in accordance with his level of general development and age. Do not be upset if the kid does not cope with the task: postpone the game, suggest another. Your child's mood and interest will tell you what they want to do. Be there during the game, suggest and explain how to play. Get your child interested in the game and you will soon see what success he will achieve.

Spend enough time with educational games, but do not overload the child. After all, the use of educational games helps to develop the individual qualities of a child, and not to bring up a genius. Overloading the kid with endless difficult tasks, you can discourage him from learning. Better to let games be a source of benefit and pleasure.

In preschool age, the development of the child's personality and all his abilities is much more successful in the game than in the classroom. The term "educational games" has become a part of the arsenal of teachers and parents of preschoolers. However, in most cases, games that are called "developmental" are sets for acquaintance with new information and training of some skills. This may indicate that the development of a child from the point of view of adults is understood exclusively as broadening one's horizons and mastering skills. Emotional well-being of the child, his pleasure, interests, his independent creativity at the same time does not seem to be associated with the concept of "development", which, of course, is a deep delusion.

Development - always the emergence of something qualitatively new: attitude to the world and to other people, abilities, desires, interests and motives for action. This is always reflected and expressed in children's initiative and independence, when the child himself invents something, creates, and strives for something. Actions under the dictation of an adult, like the answers to his questions (even the correct ones), have nothing to do with the development of the child. On the contrary, they can become a brake on development, since they deprive the baby of his own activity. Recent studies show that children who are oriented toward learning and “early development” from an early age turned out to be less creative, less self-confident, more anxious and tense at an older age. Real development occurs only when the child himself, of his own free will, and therefore with interest and pleasure, does something. Therefore, emotional well-being and full-fledged development not only do not exclude, but also presuppose each other. It is this combination of the child's interests and the tasks of his development that arises in developmental games.

In a situation of play, the child understands the very need to acquire new knowledge and methods of action. A child, carried away by an attractive idea, does not notice that he is developing, although at the same time he now and then encounters difficulties that require a restructuring of his ideas and discoveries. If in class a child completes the task of an adult, then in the game he solves his own problem.

At the same time, preschoolers are far from always able to create an interesting and meaningful game, especially a joint one. Unable to play well and left to themselves, they can wander aimlessly or perform primitive manipulations. Here, a decisive role belongs to the kindergarten teacher, who can bring fun and useful games into the lives of children. He must offer the children a ready-made game plan, material and rules (communication and substantive actions).

In the daily pedagogical practice of the kindergarten, there is virtually no time left for play. As a rule, huge opportunities of educational games are not used. The repertoire of games is very poor and covers a narrow range of tasks (mainly sensory games). There are especially few joint games in which the whole group participates. There are practically no games aimed at developing strong-willed, moral qualities of the individual and at forming humane relations between children. In addition, often in the classroom, the developmental game is replaced by play techniques, where the activity of an adult prevails, or simple exercises.

The use of didactic toys or aids is also often called a game. It is worth giving the child a pyramid or nesting doll and it is considered that the game has taken place. But this is not the case.

An educational game is not any action with didactic material and not a game technique in a compulsory educational lesson, but a specific, full-fledged and sufficiently meaningful activity for children. It has its own motives and its own ways of acting.

Purpose of the game should be formulated as the development of certain mental processes or abilities of the child, not as the transfer of specific knowledge, skills and abilities.

Game design represents a play situation, into which the child is introduced, and which he perceives as his own. This perception can be achieved by constructing the concept of the game based on the specific needs and inclinations of children, as well as the characteristics of their experience. For example, younger preschoolers are characterized by a special interest in the objective world. The attractiveness of certain things determines the meaning of the activity. Consequently, the design of the game can be based on actions with objects or on the desire to get an object in their own hands.

In all cases, the concept is realized in play actions that are offered to the child. In some games you need to find something, in others you need to perform certain movements, in others you need to exchange objects, etc.

Play actions always include a task, the solution of which is for each child the most important condition for personal success and his emotional connection with the rest of the participants. The solution of a learning problem requires active mental and volitional efforts from the child, but it also gives the greatest satisfaction. Its content can be very diverse: do not run away ahead of time or name the shape of the object, have time to find the desired picture in a certain time, fill in several objects, etc.

Game material encourages the child to play, is essential for the learning and development of the toddler and, of course, for the implementation of the play idea.

An important feature of the game is the game rules... They bring to the consciousness of children her idea, play actions and a learning task. Compliance with the rules requires certain efforts from the child, limits his spontaneous activity and makes the game fun, interesting and useful for the child's development.

The role of the educator in the play of preschoolers is extremely important... In order for it to really captivate the children and personally touch each of them, an adult must become a direct participant in it. By his actions, emotional communication with children, an adult involves them in joint activities, makes it important and meaningful for them. It becomes, as it were, the center of attraction. This is very important in the early stages of getting to know a new game, especially for younger preschoolers. At the same time, the adult organizes and guides it — he helps the children overcome difficulties, encourages adherence to the rules, and notes the mistakes of some children. The combination of two different roles for adults - participant and organizer - is an important distinctive feature of an educational game.

Due to the fact that developmental play is an active and meaningful activity for a child, in which he willingly and voluntarily joins, the new experience acquired in it becomes his personal property, since it can be freely applied in other conditions (therefore, the need to consolidate new knowledge disappears). The transfer of the learned experience to new situations in one's own games is an important indicator of the development of the child's creative initiative. In addition, many of them teach children to act “in their minds”, to think, which frees the imagination of children, develops creative possibilities and abilities.

Educational game- a fairly effective means of forming such qualities as organization, self-control, etc. Rules binding on everyone regulate the behavior of children, limit their impulsivity. If the rules of behavior declared by the educator outside the game are usually poorly absorbed by children and are often violated by them, then those of them that become a condition for exciting joint activities quite naturally enter the life of children. In this case, the joint nature of the game is of great importance, since the educator and the peer group encourage the child to comply with the rules, i.e. to conscious control of their actions. Assessing the actions of peers together with an adult, noting their mistakes, the child better learns the rules of the game, and then realizes his own mistakes. The prerequisites for the formation of conscious behavior and self-control gradually emerge, which is the practical development of moral norms. The rules of the game become, as it were, the norm of behavior in the group, they bring new social experience. By doing them, children win the approval of an adult, recognition and respect of their peers.

Thus, in preschool age, developmental games contain a variety of conditions for the formation of the most valuable personality traits. But in order for their development to really take place, it is necessary to observe a certain sequence in the selection of games.

Choosing a game for a teacher is a serious and responsible business. The game should give the child the opportunity to put into practice what he is already familiar with and encourage him to learn new things. It is important to trace the internal connection of the previous one with the next, so that in each game the child relies on the experience gained and takes a new step in his development.

It is in this sequence that the games in this manual are built. The decisive conditions for the normal mental development of the child and the basis for his well-being in kindergarten are friendly and open relationships with peers and the teacher, the ability to cooperate, to work together. It is very important to foster an active, positive, friendly attitude towards peers at a younger preschool age when a child enters a kindergarten. Introducing children into the children's collective, teaching them to communicate and make friends is the most important task of the educator. After all, how the child's relationship with the teacher and with other children will develop depends on his mood, well-being, as well as success in cognitive and personal development.

Therefore, at the first stages, games are needed, aimed at the formation of communication and moral and volitional qualities of the individual. These are outdoor games, fun and round dances. The development of humane, moral relations between children and volitional qualities of a person occurs in actions and actions in favor of another: help, help out of trouble, deliver something pleasant, etc. However, the implementation of these actions and deeds requires volitional efforts, the ability to overcome obstacles, and control oneself.

In the early preschool age, games aimed at sensory education are important. With the help of them, the child learns to distinguish and realize the distinctive qualities of the surrounding objects: shape, size, color, as well as various methods of visual, auditory and tactile examination.

Preschoolers learn to distinguish and highlight the qualities of objects, compare them according to these qualities and designate them with the appropriate word. With the development of motor skills, the child's ability to master abilities (cognitive, aesthetic, creative, etc.) grows.

In addition, games for the development of attention, thinking and speech are given. They open up wide opportunities for cognitive processes, since the child does not just fulfill the requirements of an adult, as it happens in the classroom, but actively acts. Play creates the necessary connection between practical and mental activities, which leads to the development of the child.

In every game there are two principles: one is fun, the other requires seriousness, mobilization of efforts. According to the ratio of these principles, they are distinguished: games-fun, games with a role, games-tasks and games-competitions. These types not only rely on the interests of younger preschoolers, but also contribute to their development, which is achieved only if the game is interesting for children. In this, the decisive role belongs to the educator.

Currently, there are many educational games and exercises for the development of memory, attention, logical thinking, games for the development of speech, for teaching early reading, educational mathematical games, role-playing, computer, outdoor, theatrical, musical, games for the whole family, etc. For all this to bring tangible benefits, it is necessary to remember the main components of success. The baby, among other conditions, is extremely necessary: \u200b\u200blove, warmth, protection, tenderness; knowledge of adults; feeling of success; awareness of their own uniqueness; freedom for cognitive activity and the means and objects necessary for the harmonious development of the personality.

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Balbekina Natalia Alexandrovna

Educator MDOU

kindergarten number 62 "Golden Beehive",

stary Oskol

The value of educational games for the all-round development of a preschooler

“Little children ... play like a bird sings. In the life of preschoolers, games occupy the greatest place, - noted N. K. Krupskaya. Play is a need for a growing child's body. In the game, the child's physical strength develops, the body is more flexible, or rather the eye, intelligence and initiative develop. Play for them is study, play for them is work, play for them is a serious form of education. "

Preschool age is a unique and decisive period in the development of a child, when the foundations of personality emerge, will and voluntary behavior are formed, imagination, creativity, and general initiative are actively developing. However, all these most important qualities are formed not in the classroom, but in the leading and main activity of the preschooler - in the game.

From the very first years of his life, a child should be able to play. This is forgotten today by many parents who use modern methods of early baby development. They try to teach him to read and count early, thinking that their child will grow up smart and intelligent. However, it has been proven that speech, memory, ability to concentrate, attention, observation and thinking develop precisely in games, and not in the process of learning.

Two or three decades ago, when there were not so many educational toys, and school played the main role in teaching children, it was here that they were taught to read, write, count, and games were the main factor in the development of the child. Since then, everything has changed dramatically and now, in order for a child to be admitted to a good and prestigious school, he sometimes has to pass difficult exams. This gave rise to the fashion for educational toys and educational programs for preschool children. In addition, in preschool institutions, the main emphasis is on preparing the child for the school curriculum, and games, which are the basis of child development, are given a secondary role.

A child's education cannot take place outside the game at all, and any child's play, calm or active, group or individual, role-based or verbal, eventually becomes developmental. To do this, it is only necessary that parents and educators determine what abilities and skills of the child can develop games and what didactic material can reinforce these skills.

Many people think that an educational game should be planned in advance and carried out under the guidance and direct participation of an adult. However, it is the spontaneous play alone with oneself or in the company of peers that brings the greatest benefit to the child, when the child himself, on his own initiative, starts this or that type of activity, makes observations, draws conclusions, tries to put his skills and abilities into practice. Spontaneous play stimulates imagination, develops creativity; independently communicating with peers, the baby also acquires the social skills he needs so much.

It is believed that educational games are puzzles; logic games with cubes; sometimes classes that develop fine motor skills of the hands are also included here; games that lay the foundations for reading and writing; benefits that broaden the horizons of the baby and increase his erudition. In fact, the range of educational games is much wider: they include practically the entire environment in which the child lives and cognizes. A park, a courtyard, a store, a bus, a room, a kitchen, everything around him is one huge developmental environment. It is only important to be able to use it for the development of the child.

For a little man, the world into which he recently entered seems immense, full of mysteries and mysterious phenomena. He wants to know everything, to touch everything, to feel, to listen to new sounds. No matter how good and colorful the pictures in the book, which the mother shows to the baby, they give only a limited idea of \u200b\u200bthe world around him. Much more interesting is the living world, filled with movement, many shades of colors and smells. The store is the most useful place for the development of crumbs. It will be useful for small buyers just to hear the names of all those items that they see around them. Walking with a trolley along the shelves of the supermarket, it's time to talk about how certain goods end up on these very shelves, where vegetables grow, and where are the fruits, why some products are called dairy products, and vegetable butter, what chocolate is made of and how wheat the seed turns into a sweet bun. A trip by public transport can be not only a journey for a kid, but also an educational game. As you move, you can ask your baby many questions that will help him learn to think and draw conclusions. Preschoolers have excellent visual memory, and any comments will help them learn a lot about their city. Absolutely everything that comes into view can become a reason for informative conversations. And there is no need to decide for the child what information he needs now, and for which he is still small.

Currently, there are many educational games and exercises for the development of memory, attention, logical thinking, games for the development of speech, for teaching early reading, educational mathematical games, role-playing, computer, outdoor, theatrical, musical, games for the whole family, etc. For all this to bring tangible benefits, it is necessary to remember the main components of success. They were once formulated by the wonderful psychologist Maria Montessori. It sets out the basic provisions and principles that are important to observe when raising a child. The famous teacher believed that the kid, among other conditions, is extremely necessary: \u200b\u200blove, warmth, protection, tenderness; knowledge of adults; feeling of success; awareness of their own uniqueness; freedom for cognitive activity and the means and objects necessary for the harmonious development of the personality.

In any game with a child, it is important to remember these provisions, which should become a reminder for both parents, educators and those who surround the baby from the first days of his adult life.

Preschool years go by very quickly. Quite recently, the kid learned to walk and pronounce the first sounds - and now tomorrow he is going to the first grade. We must try not to miss these short but such happy years of early childhood. Fill every day of the child with interesting events, new discoveries, cognitive games. While there is time, you should not rush the baby, replacing fun games with boring lessons, because everything good that will be laid down in childhood will certainly give fertile shoots.

List of references

Mukhina V.S. Child psychology. - M., 1999.
Perov V. The best educational games for kids. - Simferopol: Publishing house of Tavrida, 2010.
Modern preschool education: innovative educational technologies. / Ed. N.S. Serdyukova. - Belgorod: Publishing house BelRIPKPPS, 2010.

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