Consultation for parents “The importance of play and toys in the full development of the child. The value of toys in raising a child

Toy as a means of comprehensive education of preschool children

Introduction

A toy is a constant companion of a child from the first days of birth. It is specially created by an adult for educational purposes, in order to prepare the baby for entering into social relations. A good toy encourages the child to think, sets him various game tasks. And this contributes to the development of cognitive processes.

The toy is important for the development of the child's personality. Numerous studies by psychologists and teachers show that the toy has always been an effective means of developing the psyche and has been widely used in folk pedagogy for social education and introducing the child to adult life.

As the well-known psychologist Uruntaeva G.A. said, the main task of adults is to teach a child to act with toys. To do this, the teacher needs to know how to use the toy as a means of psychological and pedagogical work.

The purpose of the course work: theoretically substantiate the meaning and relationship of play and toys, reveal the methodological influence of toys on the development of the child.

Object of study: preschool child.

Subject of study: Toy as a means of comprehensive education of preschool children.

Purpose of the study: the study of toys as a means of comprehensive education of preschool children.

Research objectives:

1. Study the psychological and pedagogical literature on this topic.

2. To reveal the essence of the concepts of "game", "toy".

3. Study a brief history of the toy.

4. Determine the types and purpose of toys.

5. To study the features of the selection of toys for different age groups in a children's institution.

The value of toys in the life of our baby cannot be overestimated, because the game is the main activity of your child. By the age of two, he already has an excellent command of the ability to handle objects, knows how to use them. The child plays separate plots: feeding the cat, dressing the doll, transporting cubes in a car. During the year, your baby's games become more complicated and filled with new content: the child will learn to take on the role of mom, dad, patient, doctor, driver, etc. before your eyes.

The game, as an independent children's activity, is formed in the course of the upbringing and education of the child, it contributes to the development of the experience of human activity. The toy in this case acts as a kind of standard for those objects, the purpose of which is to find out, and to master the various actions that the child should get to know. The game as a form of organization of children's life is important because it serves the psychology of the child and his personality.

Game and toy are inseparable from each other. A toy can bring a game to life, and a game sometimes calls for a new toy. And it is no coincidence that not only toys bought in the store participate in children's games, but also those made by educators, parents or the children themselves. Toys can be very diverse, but all of them must meet certain pedagogical and artistic requirements.

At each age, a child needs toys that are different in their subject matter and purpose: plot toys (dolls, animal figurines, furniture, dishes); technical (transport, designers, technical units); toys - "tools" (scoop, net, hammer, screwdriver, brush, toys imitating the simplest means of labor for adults); fun toys; theatrical, musical, sports toys for children of all ages.

Large-sized toys such as scooters, children's cars, tractors, large easily transformable construction kits contribute to the fight against hypodynamia, teach the child movements and orientation in space. Sitting at the table, it is more convenient for a child to play with small toys that are clearly visible from all sides. For games on the floor, larger toys are needed, commensurate with the growth of the child in a sitting and standing position. Outdoor games in the yard require large toys, small ones are not suitable. The selection of toys is closely connected with the tasks of the aesthetic and moral education of the child, with his desire for collective play, in which he uses all the toys together with all the children.

The selection of toys is closely connected with the tasks of the child's aesthetic and moral education, with his striving for collective play, in which he uses all the toys together with other children.

When selecting toys, age-related patterns of development of play activities should be taken into account. Not all children have the opportunity to see live animals and birds. Books, toys, television help to get acquainted with them. It is very important that in the selection of toys it contributes to the formation of the correct ideas about the environment in the child. It is desirable that the toys are brought into the game by an adult. He interests the child in the plot of a joint game, asks him questions, encourages him to “communicate” with a new toy. Is the doll awake? Treat her with compote." A toy for a child is full of meaning.

Children of four or five years of age carry out play actions most often with the help of toys, but their play actions can already be indicated by gestures and words. At this age, those objects that in practical pedagogy are usually called attributes are of particular importance: all kinds of hats. Beads, aprons, bathrobes. During this period, toys are needed that reflect the specifics of a particular profession. For the captain, the ship is not as important as having a telescope, binoculars, and a cap. The doctor needs a dressing gown, a table for the reception, a thermometer stick, a syringe, and patients who patiently endure the care of the doctor and nurse are indispensable. These patients may be large dolls. Sick "children" should have their own "mums" and "dads".

However, no abundance of toys, which, it would seem, allows unfolding the most story-driven games, will not replace the child's playmates. The forced need to play alone, sometimes, can lead to overexcitation of his nervous system. Playing alone, the child is excited by the abundance of roles taken on. Naturally, after the game, he will be overly mobile, irritable, "noisy". But the same game in a group of peers does not cause a similar reaction in the child.

Many children use not only toys in the game, but also adapt other objects for this. A sofa can become a steamer, chairs can become train cars, cones can become funny hedgehogs. Such use of objects in the game indicates a high level of intelligence of the child, the development of his imagination. Unfortunately, not all adults understand this. It is necessary to enrich the game with homemade toys, including those made from natural, waste material.

The game develops and pleases the child, makes him happy. In the game, the child makes the first discoveries, experiences moments of inspiration. The game develops his imagination, fantasy, and, consequently, the ground is created for the formation of an enterprising, inquisitive personality. The game for the child is a sure remedy for idleness, leading to lethargy, aimlessness of behavior. For a good, fun game, a child needs a good toy. Choose wisely for your child.

1.2 Brief history of the toy

The ancient slave-owning societies of Egypt, Greece and Rome left priceless treasures of material and spiritual culture to subsequent generations. We will meet a lot of interesting things while studying the toy - an integral part of the ancient world, serving as a kind of illustration of the era.

Like today, the first toy of the child in ancient times was a rattle. In ancient Greece and Rome, rattles were given to newborns. Tapping these rattles, mothers and nurses sang lullabies. These objects also had a different purpose. A belief has been preserved from primitive times that rattles deflect evil spirits with their noise and thus protect the child. Many rattles were found during excavations of the ancient Roman city of Pompeii. These were rattles of various types: rattles, kretala, sistra. The ratchet, found in Pompeii, consists of a small disc on the handle, equipped with bells. Cretals were made of wooden or metal plates connected at one end. The sistra device is also simple. On each of the two transverse rods there are three metal plates that reproduce sound when the rods move.

The earliest toys of Ancient Egypt known to us date back to the middle of the 3rd millennium BC. These are wooden figurines of cows. In ancient Egypt, we first meet toys with a simple movement mechanism. These are "Crocodile" and "Tiger". Ancient masters portrayed them with great knowledge of habits and character. These miniature wooden toys opened their mouths with the help of a simple wire mechanism, set in motion by the hand of a child. An interesting toy depicting a slave kneading dough. If the figurine is pulled by the thread, it begins to move up and down the inclined plank. "Dough kneader" is the prototype of any folk toy. This ancient design principle was repeatedly used by Russian craftsmen of folk toys. Recall the Boleroda toy "Blacksmiths". And here and there the main thing is conveyed by movement, everything else is conditional and sparingly.

Relatively later, the image of a horse appeared in the toy. The Egyptians learned about the existence of a chariot and a horse from nomadic tribes who conquered Egypt in the beginning. I millennium BC Wheelchair horses made in the 5th century are known. BC. Making a horse was one of the most beloved toys of the children of ancient Greece. Most miniatures of horses and riders are made of clay. The image of the horse was given in a generalized way, but had a number of realistic elements.

The largest event in Homeric Greece - the Trojan War - was reflected not only in literature. The toy "Trojan horse" is known, which, perhaps, copied in miniature a huge horse, with the help of which the cunning Odysseus took Troy.

Of course, many wooden toys did not reach us, only clay, bone and metal survived. On a miniature antique vessel kept in the Hermitage, we find an image of a children's two-wheeled gurney with a long handle and a small quadrangular body on an axle where a child could sit.

In ancient times, such a type of toy known to us as a doll arose. The most ancient Egyptian dolls are about 4 thousand years old. They were cut out of thin boards and painted with a geometric pattern symbolizing clothing. The heads of the dolls were decorated with wigs made of wooden and thread beads. But these dolls served not children, but adults and were associated with various forms of religion of that era. The most ancient Egyptian dolls were funeral gifts and were designed to brighten up the loneliness of the deceased. It was believed that human images can come to life and influence the fate of people. Therefore, dolls were often made with a chisel, as they were afraid that the doll would run away from the tomb. Ancient Greece and Rome left us quite a large number of dolls. Many of them continued to have a cult character. The girls carefully kept these dolls until marriage and on the eve of the wedding they brought them as a gift to the goddesses Artemis, Venus. But there were also play dolls. Oi were made of clay, wood, and were often movable. The arms and legs were attached to the body with threads and sticks. More carefully, from expensive materials, dolls were made for the children of the nobility.

Puppets played a special role both in the lives of children and adults. Plato in The Laws compared man to a toy, and our passions to the threads that set it in motion.

The nursery of a modern preschooler is filled with toys that could not exist in a primitive society and the play use of which is inaccessible to a child of an ancient society. Is it possible to imagine cars, trains, airplanes, moon rovers, satellites, building materials, pistols, sets of parts for construction among the toys of the child of this society. The nature of the child's toys throughout the human history of the toy in its causation by the history of the development of society, the history of the development of the child in society.

The pedagogue-researcher Arkin refers to the original toys:

a) sound toys - rattles, bells, rattles, etc.;

b) motor toys - a spinning top, a ball, a snake, primitive variants of a bilbock;

c) weapons - bow, arrows, boomerangs;

d) figurative toys - images of animals, dolls.

e) a rope from which various, sometimes intricate figures are made.

Arkin E.A. considers it quite obvious that bows and arrows could become toys only after they appeared in society as tools for actual hunting. They have long disappeared as hunting tools and have been replaced by firearms, but they have remained in the world of children's toys. However, the exercises of a modern child with a bow do not occupy in his life the place that they occupied in the life of a child of a society of primitive hunters. Thus, the so-called original toy, only apparently remains unchanged. In reality, it, like all other toys, arises and historically changes; its history is organically connected with the history of the changing place of the child in society and cannot be understood outside this history.

The game is the main activity of preschool children, and the toy is the life partner of the child, the source of his joy.

Most children's games involve the use of a variety of toys. However, the value of toys in the upbringing of children is much broader. Being an indispensable companion of childhood, an object of entertainment, experiences, fun, a toy has a general educational value and serves the purpose of a child's all-round development. A wide range of educational tasks is solved due to the variety of toys in terms of content, types, materials, performance technique, age purpose.

The toy is important for the development of facial expressions and personality of the child. Therefore, many teachers and psychologists have been studying the problem of the influence of toys on the child's psyche.

So, the studies of Kossakovskaya E.A. on the issues of games and toys, based on a study of the experience of organizing children's play activities in the context of public education and in the family, showed that there cannot be the same approach to the creation and selection of toys for all ages, and age-related patterns of development of play activities must be taken into account.

A toy is a special item intended for play and other life purposes. It presents in a generalized form the typical properties of objects that ensure the reproduction of the corresponding actions with it.

A doll is a generalized image of a person that allows children to reproduce a number of actions: planting, laying down, changing clothes, etc.

The toy is extremely diverse in terms of types, materials, manufacturing technique, age and educational purpose. But with all the variety of toys in them, first of all, real things and objects with which the child acts are depicted. The conventionality of the image of the object does not exclude, but implies the reflection of the typical features of the object that distinguish them from others (for example, Santa Claus has a long fur coat, a big hat, a stick, a bag with gifts).

A toy, according to the figurative expression of A.S. Makarenko, is the "material basis" of the game, it is necessary for the development of gaming activities. With its help, the child creates a conceived image, expresses his impressions of the surrounding life, plays a particular role.

The toy should help children to study the surrounding concrete reality. A baby needs a toy that develops the ability to distinguish between the color, size of objects, their materials, etc.

Properly selected toys contribute to the mental development of children. In folk pedagogy, a whole system of toys has been developed, games with which are aimed at improving the child's sensory skills. Many figurative and didactic toys encourage children to speech activity and are used to enrich the vocabulary. Collapsible toys, a variety of designers, exercise children in analysis, synthesis and generalization. Various mosaics contribute to the development of concentration and stability of attention.

K.D. Ushinsky was one of the first to draw attention to the fact that a toy is a kind of school for educating a child's feelings. “A child sincerely attaches himself to his toys, loves them passionately and tenderly, and loves in them not beauty, but those pictures of the imagination that she herself tied to them.” Ushinsky also emphasized that it is precisely from what impressions will be reflected in the child’s game, how toys will be used in it, that the character and direction of human development will be formed.

The toy amuses and pleases the child, causes a positive attitude towards the environment. Sympathy and affection for the toy is also transferred to the objects, people depicted in the toy. Playing with a doll awakens a caring, caring attitude, attentiveness and tenderness in children, helps to accumulate experience of positive moral experiences.

N.K. Krupskaya wrote about the importance of toys for familiarizing children with the surrounding reality, for their sensory development.

Mendzheritskaya D.V., a well-known teacher in the field of the study of toys, believed that the toy helps to educate children's interest in work, contributes to the formation of inquisitiveness, curiosity. Giving children ideas about people of different professions, different nationalities, it can at the same time help to develop a sense of sympathy and respect for them.

The toy encourages children to engage in a variety of activities and satisfies the child's need for active movement. Games with a ball, balls, games in towns develop speed of reaction, accuracy and coordination of movements. Numerous toys designed for young children: rattles, rubber balls - develop the child's visual and auditory concentration, contribute to the development of grasping movements and objective actions.

Thus, the impact of toys is versatile. But not every single toy can have a versatile impact, but their combination, their appropriate selection.

1.4 The relationship between toys and play activities of preschoolers

Game and toy are inseparable from each other. A toy can bring a game to life, and a game, as it develops, requires more and more toys. A toy in a cognitive sense acts for a child as a kind of generalized standard of the surrounding material reality. But the value of games and toys lies not only in the fact that they introduce the child to life, the main thing is that they are an important factor in the gradual movement of the child's mental development, which provides him with the opportunity to carry out all types of activities at an ever higher level.

Although play is, as it were, a derivative of the child's everyday life experience, this does not mean that it is devoid of an anticipatory function in relation to the non-play forms of his practical activity. The game can be used to plan and predict human behavior in certain situations of his future activities. An example is various educational games for preschoolers, mass patriotic games for teenagers.

The same can be said for toys. Whether a toy is realistic, conditional in its figurative solution, or an object that replaces it, it is always a generalized phenomenon - a sign in relation to its prototype (a real person, a telephone, a spoon, a spaceship or a computer).

Toys can be very diverse in theme and artistic solution, but all of them must meet certain pedagogical requirements. The most important of these requirements relate to age-appropriateness and the appropriateness of toys for different types of games.

Studies on the issues of play and toys, based on the study of the organization of children's play activities in the conditions of public education and in the family, have shown that there cannot be the same approach to the creation and selection of toys for all ages, the age patterns of play activity must be taken into account. In order to answer this question, at what age what kind of toy does a child need, the educator must clearly imagine the features of children's play in different age periods, since in each of them the game undergoes qualitative changes. These changes are well manifested when comparing the games of children at early and preschool age.

The content of the play activity of young children consists of various actions with objects, toys and their substitutes. In preschool childhood, play actions are actions of communication. It is in early childhood that an activity basis is prepared for the transition to a game of a new quality - plot-role and role-playing. Object-playing activity in early childhood is not homogeneous. Accumulating experience of actions with various objects, the child, as a result of communication with surrounding adults, also gets acquainted with the phenomena of life around him, and this significantly changes the subject-semantic content and his play actions.

1.5 Classification of toys

I. Types of toys are divided according to the principle of correlation with different types of games: plot, didactic, sports, entertainment games.

1. Plot-figurative toys, the prototype of which are animate and inanimate objects of the surrounding world, are used mainly in story games:

b) figurines of people;

c) animal figurines;

d) game items;

e) theatrical;

f) festive carnival;

g) technical.

2. Didactic toys are intended for didactic games, the content or design of which includes educational (developmental) tasks:

a) actually didactic - based on the principle of self-control;

b) didactic games (sets) with rules - designed primarily for games on the table (printing, etc.);

c) constructors and building kits;

d) puzzle games;

e) musical toys.

3. Sports toys.

4. Fun toys.

II. Toys by degree of readiness:

1. Ready.

2. Collapsible, consisting of transforming parts and details.

3. Blanks and semi-finished products for homemade toys.

4. A set of various materials for creating DIY toys.

III. Toys by type of raw materials used:

1. Wooden.

2. Plastic.

3. Metal.

4. From fabrics, including stuffed toys.

5. Rubber.

6. From paper and cardboard.

7. From ceramics, porcelain and faience.

8. From wood materials, papier-mâché.

9. From new synthetic materials.

IV. Toys by size:

1. Small (from 3 to 10 cm in size).

2. Medium (size from 10 to 50 cm).

3. Large-sized (commensurate with the growth of children in different age periods).

V. By functional properties:

1. Simple, no moving parts.

2. With moving parts, mechanical (including clockwork and inertial mechanisms).

3. Hydraulic.

4. Pneumatic.

5. Magnetic.

6. Electrified (including electrical, electromechanical, radio, on an electronic element basis).

7. Electronic (computer-based).

8. Sets of toys (or parts) - a set of parts of one or more toys, interconnected by purpose or functional feature.

10. Game sets united by a single theme (task).

VI. Toys by artistic and imaginative solution:

1. Realistic.

2. Conditional.

3. Constructive.

2. Methodological influence of toys on the development of the child

2.1 The influence of the toy on the development of the child

The game as an independent children's activity is formed in the course of the upbringing and education of the child, it contributes to the development of the experience of human activity. The toy in this case acts as a kind of standard of those items, to find out the purpose of which and to master the various actions with which the child must.

The toy is important for the development of facial expressions and personality of the child. Therefore, many teachers and psychologists have been studying the problem of the influence of toys on the child's psyche. So, the studies of Kossakovskaya E.A. on the issues of games and toys, based on a study of the experience of organizing children's play activities in the context of public education and in the family, showed that there cannot be the same approach to the creation and selection of toys for all ages, and age-related patterns of development of play activities must be taken into account.

N.K. Krupskaya wrote about the importance of toys for familiarizing children with the surrounding reality, for their sensory development

Mendzheritskaya D.V., a well-known teacher in the field of the study of toys, believed that the toy helps to educate children's interest in work, contributes to the formation of inquisitiveness, curiosity. Giving children ideas about people of different professions, different nationalities, it can at the same time help to develop a sense of sympathy and respect for them.

A toy is a constant companion of a child from the first days of birth. It is specially created by an adult for educational purposes, in order to prepare the baby for entering into social relations. As the well-known psychologist Uruntaeva G.A. said, the main task of adults is to teach a child to act with toys.

The toy in all historical epochs has been associated with the game - the leading activity in which the typical appearance of the child is formed: the mind, physical and moral qualities. However, concretely - the historical conditions of each era leave their mark on the content of toys and the direction of the games.

E.A. Arkin concludes his comparison: the stability of a children's toy, its versatility, the immutability of its basic forms and the functions it performs is an obvious fact, and perhaps it was the obviousness of this fact that was the reason why the researchers did not consider it necessary to dwell on it or emphasize it. It must seem strange that a child born and growing up in the culture of the 20th century uses, as a source of joy and a tool for his development and self-education, the same toy that is the property of a child born from people who are close in their mental development to to the inhabitants of the caves, growing in the conditions of the most primitive existence. And these children of such distant epochs of mankind show their deep inner closeness by the fact that they not only receive or create disputed toys themselves, but, what is even more amazing, by making the same use of them.

The study of the play behavior of children associated with the choice of toys showed that toys - animals are the most successful with kids. In the experiment, toys depicting animals were chosen by 74% of children. (G.G. Lokutsievskaya, E.M. Gasparova, E.B. Volosova, etc.) (1.5 - 2.5 years) choose soft, bending toys made of rubber, foam rubber, fabric. Kids are very fond of images of pets, familiar characters of fairy tales, heroes of funny nursery rhymes: a dog, a cat, a cockerel and a chicken, a cow and a horse, a pig and a sheep, a duck).

Older children (2.5 - 3 years) love to play with plane models depicting animals. The nomenclature for selectivity is significantly expanding. Now the kid prefers wild animals - "little animals" (wolf, fox, bear, wild boar, hare, tiger, etc.). Exotic animals are also attracted: an elephant, a crocodile, a hippopotamus "cachelotik - cashelot", etc. In babies, the first simple knowledge about animals begins to take shape as a result of repeated observation of them. Children notice that all animals have eyes, ears, mouths, paws; they move in space, eat and drink; they are alive.

Older children (2.5 - 3 years) love to play with plane models depicting animals. The nomenclature for selectivity is significantly expanded. Now the kid prefers wild animals - "little animals" (wolf, fox, bear, wild boar, hare, tiger, etc.). Exotic animals are also attracted: an elephant, a crocodile, a hippopotamus "cachelotik - cashelot", etc. In babies, the first simple knowledge about animals begins to take shape as a result of repeated observation of them. Children notice that all animals have eyes, ears, mouths, paws; they move in space, eat and drink; they are alive.

The toy is an important factor in the mental development of the child. Toys must be free from all properties that could in any way be harmful to health. They must satisfy and develop the aesthetic taste, the beginnings of which appear so early in the child. And therefore, they should excite and encourage the child's desire for collective efforts.

The most diverse inclinations of the child seek their manifestation and exercise and find them in play, if the child is given material that can serve at the same time as a stimulus that stimulates this or that activity, and as an instrument with the help of which this activity is carried out and improved.

Undoubtedly, all toys must meet the requirements of hygiene. Particular attention should be paid to the quality of coloring toys. Because a child in his early years tends to take everything in his mouth. Paints should not shed and stain hands in any way. In any case, green paints, which often contain toxic substances, should be avoided.

Toys require, as Locke insisted, a certain dosage, both qualitatively and quantitatively. Up to a year, a child should be given no more than one toy at a time, from a year to 2 years a child can have 2 toys at the same time, then, as the amount of attention increases, the ability to concentrate and individual drives are determined, the number of toys can be increased. However, even at 4 years old, more than 4-5 toys should not be placed in the child's field of vision.

The nature of the toys should not only change with age, it should also change during the day, depending on the condition of the child and the previous pastime.

In the process of studying the pedagogical literature on this issue, it was found that neither the teacher nor the parents should pedantically regulate the activities of children with toys, should not impose their interests on him and constantly indicate how to handle each object and what its purpose is.

L.G. Orshansky, who devoted so much love and energy to the study of toys, quite rightly protests against the despotic desire of adults to introduce their own interests into the fabrication of toys, as well as into games, an artificial instructiveness that justifies their narrowly utilitarian view of the role of toys and games. It can be concluded that in relation to toys, as well as in relation to games, the child should be given maximum freedom with constant, if possible, imperceptibility of control for him.

Toys, like games, serve not only as a means of education and self-education, the assimilation of new forms of behavior, but also as a kind of manifestation of children's individuality.

Thus, it seems quite obvious that no, even the most detailed study of the child using "accurate" methods and the most successful tests can give us a correct idea of ​​the child, about his personality as a whole and about individual features, if the researcher did not observe the child in his natural element - in the game and among the toys. A toy is an object that serves for fun and entertainment, but at the same time is a means of mental development of the child. The toy is the regulator of mental and physiological development of the child. In order for the development of the child to be timely and comprehensive, toys should be carefully selected. For centuries, mankind has been developing toys that would best suit the capabilities of a child of a certain age and the physical and mental development associated with it.

The development of the emotional and moral sphere of the child's personality, according to V.S. Mukhina, is largely associated with soft toys (images of a bear, a hare, a dog, etc.).

Of all types of toys, soft toys are the latest. Soft toys, prototypes of various animals, which caring mothers sewed for their children from scraps of fabric, stuffed with cotton wool, decorated using various needlework skills, knitting and embroidery, appeared in the 19th century. At the end of the 19th century, handicraft production of soft toys on an industrial scale was widely developed. At the beginning of the 20th century, a boom in the production of soft toys began and the phenomenon of the teddy bear arose, because everywhere around the world, the teddy bear became the most favorite toy of children, and even adults. A soft toy is still popular today in the 21st century, despite technological progress. Today, children play computer games, love Pokemon and Furby, but the most faithful friend remains a shabby plush, such a beloved Mishka.

Soft toys play a special role for a preschooler; they influence his emotional and moral development. The child is first helped in everything by an adult, from whom he learns to endow the doll with certain positive qualities. Later, the child himself fills the soul world of the toy at his own discretion, and she "behaves" exclusively as her owner needs at the moment: she is smart and obedient, affectionate and cheerful, obstinate and stubborn, she is a liar and an incorrigible slob. The child experiences with his doll all the events of his own and someone else's life in all emotional and moral manifestations that are accessible to his understanding. A soft toy acts as a substitute for an ideal friend who understands everything and does not remember evil. Therefore, the need for such a toy arises in every preschooler - not only in girls, but also in boys. Bear, monkey, dog, etc. - an object for communication in all manifestations of the child, a communication partner in the game. Each normally developing child develops a special relationship with his doll or animal. During the years of childhood, each child in his own way becomes attached to his toy, experiencing many different feelings thanks to it.

Studies have found that the texture of the material from which the doll or animal is made plays a significant role. Children selectively relate to toys depicting the same animal, but with a different texture. Soft, fluffy materials evoke positive emotions, stimulate the child to play. Rough, cooling materials, not every child is ready to accept. With the help of a properly selected texture of a toy, it is easier for a child to evoke positive emotions for a toy animal: goodwill, sympathy and joy.

The ratio of the size of the head and body of the toy is also important. It has been established that a certain proportion of the figure causes a patronizing attitude. A shortened oval of a doll's face or an animal's muzzle, plump cheeks, a small nose and large eyes - such signs of the appearance of a toy give rise to a surge of tender feelings in a child.

2.2 Requirements for the toy

What should be a toy to help a child develop, actively express himself in the game, live a joyful life?

The main requirement for toys was determined by N.K. Krupskaya in the article “On toys for preschool children”: a toy should contribute to the development of a child at each age stage of preschool childhood. In the selection of toys, one should proceed from the characteristics of age, therefore there is no and cannot be a single pedagogically valuable toy for preschool children. The kid needs his own toys that will help him navigate the world around him, will stimulate his independent activity, direct it in a certain direction. And for older preschoolers, toys are needed that help to study the surrounding reality, stimulate collective games.

A special requirement is placed on the subject, the content of the toy “what it displays, the toy should broaden the horizons of the child, captivate with the images of modern reality” (E.A. Flerina). To promote the development of the child can be a toy filled with good meaning, encouraging the child to positive actions. Toys that display instruments of violence, cruelty, weapons that stimulate aggressive, destructive behavior injure the child's psyche. They form in children distorted ideas about the world around them, about morality, and undermine the humane principles of the emerging personality. Such toys are not allowed.

The toy should be dynamic, encourage the child to a variety of actions in the game. This is an important requirement, taking into account such psychophysiological characteristics of a preschooler as the need for active actions. It should be remembered the words of E.A. Florina "The more opportunities it presents for various actions, the more interesting it is for the child, the greater its educational opportunities."

There are certain requirements for the design of the toy. The toy needs an attractive, colorful design in order to evoke an emotional attitude in the child, to cultivate artistic taste. Artistic expressiveness is provided by a harmonious combination of design, shape, color. The material from which the toy is made is also not indifferent: soft fluffy materials evoke positive emotions, stimulate the child to play, and with a rough and cold surface they do not become loved. The design of the toy must be safe for the life and health of the child and meet a number of hygienic requirements. Examinations that are carried out in different countries show that the primitive, cheap "stamping" of plastic, which has flooded the toy market, often threatens the health and life of children. In this regard, many countries require manufacturers to provide reliable guarantees of quality, non-toxicity, and non-flammability. It also requires frequent monitoring of the state of the game material.

Creating a toy that fully meets modern requirements is possible by bringing together specialists of various profiles: teachers, psychologists, doctors, artists, sculptors, designers, technologists, etc.

2.3 Placement and storage of toys

The subject-play environment often determines the thematic content and nature of children's games. One of the conditions contributing to the full development of children's play is not only a pedagogically appropriate selection of game material, but also the opportunity for the child to freely use it.

In kindergarten, toys, as a rule, are placed in places accessible to children - on shelves, racks, tables.

It is convenient when the toys are in different places in the group room, so that while playing, the children do not interfere with each other. Large toys are placed on the floor, on the lower shelves, small ones on the shelves above, but so that the child can take each toy himself. At the same time, the scale of the toys is important, their correspondence to the height of the child, the proportionality of object toys with figurative ones (for example, the size of the furniture should be combined with the size of the dolls, etc.).

For the successful course of the first independent games of children, it is necessary to have toys that have a direct semantic connection with each other (a doll and dishes, a truck and building material, etc.).

Toys for role-playing games in younger groups, the teacher arranges in accordance with the plot of the game, i.e. creates a unique play environment. Consequently, at the first stage of directing children's play, an adult preliminarily organizes the object-play environment, changes and updates it in a timely manner.

In the middle group, the teacher partially creates a playful environment; children, as a rule, pick up the missing toys and objects themselves to implement the planned plot. Thus, at the second stage, children's play is guided by introducing plot, subject, figurative toys and the so-called role-playing paraphernalia (robes, capes, aprons, hats, etc.), which helps children in choosing a role in a joint game.

In older groups, children unfold the plot of the game on their own and select for this not only toys, but also objects from the environment: chairs, banquettes, etc., i.e. the object-play situation is constructed by the children themselves and is subordinated to the game plan.

The games of older preschoolers are extremely diverse, so some plot-shaped toys cannot fully satisfy the aspirations of children. In this regard, the educator should widely use all kinds of substitute objects, as well as special objects that allow you to quickly design, designate the playing space, change it as necessary during the development of the plot.

When organizing a game for children aged 5–7 years, a teacher can also use special buildings made with the help of parents or chefs (airplane, boat, spaceship, fairy-tale house, car, control panel, etc.). Such game material is especially necessary in case of some uniformity in the content of children's games, as well as in the case of a large group of children joining in some kind of joint game. In addition, this makes it possible to introduce into the children's game a pedagogically valuable topic that reflects modern life.

Game material (both on the site and in the group room) should be light, mobile (freely transferred from one group to another), in order to stimulate children's play.

If possible, the play environment conceived by the children should be preserved so that the children can continue the play they have begun.

Game building sets are brought into the group as a complete set, they are not divided into several groups, otherwise the children will not be able to realize their game plans in the construction of the planned structure.

Large building materials in kindergartens are usually laid out in geometric shapes on open racks or shelves, this helps children quickly find the right shapes for construction. Children's designs usually keep for several days, then the guys have the opportunity to make their own changes and additions to them. Practice has shown that it is more convenient to store didactic toys and printed board games in a closet, laying them out by type (lotto, dominoes, etc.) on one or more shelves. Children can play with them at any free table. In younger groups, educators select and display toys and games for children in advance (according to the plan of educational work).

In older groups, children agree on where and what to play, unite to play at their own discretion, and carry out the necessary actions in accordance with the content and rules.

Fun toys for independent games are placed on shelves at a height accessible to children, and those used for entertainment are placed in a cupboard with teaching aids.

Musical toys are best placed in glass cabinets to maintain good sound quality.

The entire supply of toys is not given to children immediately, but is brought in gradually, as they become familiar with new toys and games, and also in order to develop new stories. When children move from one plot to another, some of the toys are put away on shelves and racks, as children may need them when combining several plots. Toys that children stop using are temporarily removed, but they can be brought in again, and children usually welcome them with joy.

After the children play in their toy kingdom, complete order must be restored. To teach preschoolers to leave toys in order means to educate reasonable thrift, organization, accuracy and respect for the work of others from an early age.

2.4 Selection of toys for different age groups

In younger groups there should be toys that ensure the development of movements and their improvement: large balls for rolling, rolling, throwing; a variety of colored trucks, wheelchairs, carts.

Plot-shaped toys (dolls, animals, household items) in content and design reflect the world around them, close to children. Game actions with them are available, simple.

The selection of didactic toys is determined by the tasks of sensory education and speech development. Toys should contribute to the development of the perception of objects, their colors, shapes, sizes, etc., understanding and use of words denoting various properties and qualities.

With fun toys, kids still do not know how to act on their own, they just watch and enjoy the movement of funny clockwork toys.

In children of the middle group, the roles in the game stand out more clearly, and, in addition to toys, they need additional items: sailor's hats, flags, a drum, binoculars, a doctor's tube, etc. From building material, children of 4 years old create more complex buildings than kids, so it should be in different sets. Toys-fun pupils of the middle group themselves put into action.

Children 4-5 years old are able to play collectively and use complete toys. For example, a set of toys "Pets" makes you want to build a stable together, guard a herd, etc.

Preschoolers of the senior and preparatory groups are more in touch with life, their ideas, experience of communication, organization of the game allow the use of toys that enable the development of complex plots: games of “travel”, “theater”, “school”, “zoological garden”, etc. Technical toys with clearly expressed signs and methods of movement should be widely represented (sets of kits "Builder", "Little dressmaker", "Little artist", etc.).

Children aged 6-7 show great interest in sports games. Their movements are more coordinated, so they need not only large, but also small balls for games, to hit the target, and other sports toys that develop small muscles, improve coordination, and accuracy of movements. Children are interested in games that require dexterity, effort, training. To do this, you need toys such as children's croquet, bilbock, skittles, towns. In summer, children are given a sports scooter, and in winter - skis and skates.

Of great importance are theatrical toys, which are the necessary props for decorating performance games, dramatization games: costumes and their individual parts, masks, toys depicting binoculars, pipes, tools, etc.

The kindergarten curriculum provides guidance on the selection of toys by age group (for example, see Appendix 1).

2.5 Methods for introducing children to a new toy

The appearance of a new toy in the group is always a joyful event. The method of introducing children to it is determined, first of all, by the tasks that the teacher wants to solve. If he sets the task of drawing the attention of children to one or another object depicted in a toy, he shows it and emphasizes its inherent properties and qualities.

Offering a figurative toy (depicting an adult, a child, an animal), the educator shows his positive attitude towards it, arousing the same attitude in children.

When introducing plot-motor toys, it is necessary to disclose their purpose, methods of action with them. The expectation of something new by children arouses their interest, sets them up for a joyful perception of the toy.

If the toy is fragile and its mechanism requires careful handling, you need to warn the children about this, show how to handle it.

Any toy cannot be separated from the game, turned into a visual aid. Children master the toy in the game, in game actions, take it into their world.

The process of playing with a toy, learning by children how to handle it is not the same in relation to different toys. Some quickly enter the independent games of children, others require gradual introduction, repeated beating.

For example, when getting acquainted with a doll, in the image of which an attractive but unfamiliar person is reflected, children are imbued with a feeling of sympathy for her, but they do not know how to play. Games come down to the fact that they perform only typical game actions: they feed the doll, put it to bed, dress it, etc. To expand the ideas of children, the teacher repeatedly shows her clothes, household items, labor. Introducing preschoolers to a new toy, the teacher is already using elements of the game: on behalf of the doll, she tells where she came from, how and where she lived, what fairy tales, songs, games, etc. she knows. Having aroused interest in the toy, having reported everything necessary about it that children should pay attention to, the teacher organizes a game with a new toy.

Conclusion

Play is essential for a child. Undoubtedly, the game teaches and educates children. It is his vital need and a means of all-round development.

The toy is not an excellent part of the game. A good toy encourages the child to think, sets him various game tasks. And this contributes to the development of cognitive processes.

The value of toys in the upbringing of children is great. A toy is an indispensable companion of childhood and the most important tool of the game. There is a classification of toys, where the division occurs on the basis of their use in different types of games. Since there is a huge variety of toys in stores now, many scientists, psychologists and educators are asking questions about the influence of toys on the mental development of a child, whether toys for preschoolers are now being selected correctly.

A toy for a child should be presented in all its diversity. It is necessary to select them purposefully, in accordance with the age characteristics of children. Toys should contribute to the development of different types of games, meet the individual needs and interests of children, and at the same time encourage them to play collectively. The selection of toys should contribute to the physical, mental, moral and aesthetic education of children. All types of toys must meet all the requirements, as well as the age characteristics of children.

In my work, I found that the toy has survived many centuries. After all, even in ancient times, a person noticed that a toy contributes to the successful development of a child.

Bibliography

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A toy is a constant companion of a child from the first days of birth. It is specially created by an adult for educational purposes in order to prepare the baby for entering into social relations. The toy acts for the child as an object of fun, entertainment, joy, and at the same time it is the most important means of the mental development of a preschooler.

From the first days of life, the child gets acquainted with the toy. The very first toys for babies are rattles. An adult shows them to a child, draws attention to them, tries to arouse interest. Actions with a rattle are usually supported by words, facial expressions of parents who talk to the baby, call him affectionately by name, smile. So with the help of a rattle, an adult communicates with a baby.

Brightness, sonority, brilliance of rattles support the involuntary attention of the baby. He examines them, smiles at the person in whose hands the toy is, and then the rattle becomes attractive in itself, as an object with which to act. At the fifth month of life, the baby develops a grasping reaction, visual-motor coordination is formed, and the baby begins to perform non-specific manipulations with the rattle: swinging, shaking, throwing. The child listens to the sound, focuses his eyes on the toy. It is very important to create a favorable emotional background, to help the child focus on the toy, to introduce him to toys that are different in color and shape.

By the end of the first year of life, the baby, acting with rattles, establishes the first cause-and-effect relationships: now he understands that if you shake the toy, you will hear a sound.

Voiced musical toys attract the child throughout preschool childhood. He enjoys playing with bells, rattles, drums, baby harmonicas. As they grow older, play activities with such toys become more complicated. The preschooler is no longer attracted by the sounds themselves, he seeks to extract some kind of melody, includes “musical accompaniment” in role-playing games. The child subordinates his movements to the rhythm, his ear for music, his sense of rhythm improves.

An adult introduces a baby to didactic toys in the first year of life. These toys are specially designed for educational purposes and are built on the principle of autodidacticism, that is, they contain a way to use them. Didactic include collapsible toys, spillikins, items for stringing. It is the adult who opens the way for the baby to act with didactic toys, shows how you can get the result. Usually this is bringing parts and details into line according to the signs of color, size, shape, etc. Therefore, the use of didactic toys is of particular importance in early childhood, since it is the objective activity at this age that is leading. In games with such toys, the child not only improves the ability to act, but also masters sensory standards. In actions with didactic toys, conditions are created for the manifestation of the independence of the baby, for him to realize the results of his efforts. The actions of the child acquire effectiveness and purposefulness. Brightness, harmony of colors and shapes of toys evoke aesthetic experiences in the baby.

During the entire period of preschool childhood, the child needs imaginative toys, but at different age periods they perform different functions in the mental development of the baby. The baby evokes pleasant experiences and positive emotions. At early preschool age, they are included in various types of games: role-playing, building, didactic, directorial, dramatization. Figurative toys expand the scope of game actions, help develop the plot, create game situations.

Figurative toys contribute to the assimilation of the sexual role, which affects the choice of toys and actions with them. However, both girls and boys like dolls and fluffy animals, they perform various actions with them.

Games with figurative toys help the child protect himself from negative experiences, relieve emotional stress, compensate for the lack of love and sympathy from adults and peers.

It is no coincidence that figurative toys most often become favorite friends. After all, the doll looks like a person. And soft toys evoke a tender attitude, the child hugs, strokes them, and it seems to him that the toy also responds to him with affection.

Tool toys (shovels, molds, buckets, etc.) are small copies of adult tools. In early childhood, with their help, children develop object actions, include them in games with natural material, for example, a baby pours sand into a bucket with a shovel, pours it out and pours it again. In preschool childhood, tool toys are used in other types of games, for example, in construction, as well as in labor.
activities.

Technical toys (cars, planes, moon rovers) open the field of technology for the child and introduce them to its use. They push him to experiment, awaken cognitive questions (why are the wheels spinning?), stimulate the development of technical thinking, form an idea of ​​​​the professional activities of adults.

Theatrical toys are used in staging performances, in entertainment. Children endow them with certain features in accordance with their appearance. Often theatrical toys represent favorite characters from fairy tales. They make children want to remember and play their content. Performing a role with the help of such a toy forms the expressiveness of speech, facial expressions, pantomimes in a preschooler, stimulates the development of theatrical and speech abilities.

Sports-motor toys contribute not only to the formation of basic movements, but also to the development of spatial orientations, properties of attention, such volitional qualities as organization, courage, endurance, and initiative.

Homemade toys constitute a special group, since they are created by the child himself with a predetermined game purpose. The manufacture of such toys forms the ability of a preschooler to create and implement an idea, stimulates creativity, allows you to learn the properties of the material, forms social motives for behavior, for example, to give a gift to mom or help kids. Homemade toys are a peculiar way of self-expression and a source of pride. Homemade toys are often multifunctional, so they are especially interesting for the baby.

Fun toys evoke curiosity, joy, positive emotions in children. They maintain a cheerful mood, develop a sense of humor and curiosity. They encourage children to study their device, the principle of operation, and also create a zone of joint experiences with an adult.

We emphasize that for a child it is not the number of toys that is important, but their variety in accordance with the age of the baby and the situation in which they are used. The main task of adults is to teach the child to act with toys.

Let us single out the features of the development of gaming activity in preschool age:
- the game becomes an independent activity of the child;
- the child learns different types of play;
- with the help of the game, the preschooler "enters" different spheres of reality, expanding the possibilities of cognition of these spheres.

"The role of toys in child development".

The value of toys for a child

For harmonious and intensive development, each child needs not only good nutrition, proper hygiene, but also educational games, but also the right toys. With the help of toys, the baby gets acquainted with the world around him.

The first thing that is around the crumbs, which helps to interest him, are toys. Only by actively interacting with surrounding objects, in contact with loved ones, the baby develops fully.

The child needs constant He needs to be taught to play.

Of the many things that surround a child, the most important thing for him is a toy. It is in it that impressions of the world are reflected, which have a great influence on the future life of the child, his character.

A toy is one of the important means of education and training. It should develop cognitive abilities, imagination; help to get used to the world of adults; to form in the child a love of work, curiosity, observation, to educate the artistic taste of the child, to encourage him to be creative.

A toy has many sides - pedagogical, aesthetic, moral, industrial, economic, cultural, social, psychological, etc. All these are different sides of such seemingly simple objects, but are they so simple? In many ways, everything that concerns childhood, we, adults, often have a frivolous attitude. Adults, perhaps, do not even think about what toys they buy, what they give to children, what toys they bring to kindergarten.

For a child, a toy is an integral part of his life and therefore requires the most serious attention!

The word "toy" - for many is synonymous with trinkets, fun. While this is a special subject with great power, with the ability to teach. And the future of our children depends on how we treat the choice of toys for our child, whether we know how to properly organize the game, direct his actions, unfold the plot.

"What toys do children need"

The development of a rich emotional world of a child is unthinkable without the existence of toys in it. For most of us, childhood is associated with favorite toys that are remembered as close friends. For some, this is a nondescript bear, inherited by his mother, a tiny baby doll with a huge number of patchwork outfits. Of the huge number of toys given to a child, only he himself is able to choose what he really needs. That is the toy, the memory of which he will carry throughout his life, and perhaps he will give his children along with the feeling of intimacy and warmth that they felt together. Every child should have such a toy with which he can complain, which he can punish, scold, pity and comfort. It is she who will help overcome the fear of loneliness when parents leave, the fear of darkness. They are broken, punished, thrown into the far corner, but it is about them that children remember in moments of disappointment. Toys for a child - that "environment" that allows you to explore the world around you, form and realize creative abilities, express feelings; toys teach to communicate and learn about yourself. The selection of toys is a serious and responsible matter. The mood of the child and progress in his development depend on the successful solution of this problem.

Plot, or figurative, toys - dolls, animal figurines, furniture, dishes, household items.

Central place is given . The child during the game, as it were, animates , talks to her, trusting her with his secrets and joys, taking care of her. Fairy-tale characters also belong to this group of toys. Figurative toys also include those that depict animals, domestic animals. Children feed them, bathe them, put them to bed, treat them, go for walks with them.

Technical toys.

These toys are becoming more and more common. These include: transport, designers, all kinds of technical units. A variety of Lego constructors are especially popular with children, developing fine motor skills, orientation in space, thinking, and creativity.

Fun toys.

These are funny figurines of animals, animals, men, for example, a bunny playing a drum, or a cook preparing scrambled eggs. They are based on movement, surprise, unexpectedness. Their purpose is to amuse children, cause laughter, empathy, joy, and develop a sense of humor.

Masquerade Christmas toys.

They are associated with the celebration of the New Year. They are somewhat reminiscent of this or that character. (tail, beak, ears), but this is enough for the children to play - live in the image.

Sports motor toys.

This is a special type of toys that helps to increase the motor activity of children, the development of coordination of movements, orientation in space.

Theatrical toys.

These toys are figurative in content, but have a special purpose - they serve the purposes of aesthetic education, development of speech, imagination. These include, for example, Petrushka, bibabo.

Musical toys.

These are rattles, bells, bells, pipes, toys depicting pianos, balalaikas and other musical instruments.

Didactic toys.

These toys have a special place. With the help of didactic games, children get acquainted with color, shape, size, etc. These include multi-colored liners, nesting dolls, mosaics, , lotto, etc. These toys bring up concentration, perseverance, determination, the ability to bring things to the end in children, and also contribute to the development of fine motor skills.

Construction toys.

They are made up of geometric bodies.

Among all the above toys, there are large ones, such as scooters, children's pedal cars, tractors, etc. Sitting at the table, the child will most likely want to play with small, stable toys, but small toys are not suitable for the street.

Sometimes adults buy toys at their own discretion, focusing on price, novelty, brightness. As a rule, they do not think about the pedagogical expediency of toys. If you buy or give a child a lot of toys, then nothing will please him. He will easily break and throw away the toy, knowing that they will buy him a new one. If all available toys are homogeneous, this will lead to the monotony of the plot of the game. Sort the toys, temporarily remove the same type, after a while beat them with the child. Or divide the toys into several equal sets and periodically (1-2 times a month) change them. If there are two or three children in a family, then they should have both common and individual toys. Teach your child to clean up after himself, this will help to cultivate discipline and responsibility in the future.

Sometimes children really ask and even demand to buy a new toy. Psychologists do not recommend using the word "never", for example: "You will never have this toy, I will never buy it for you." We need to understand this situation. For example, a toy is good, and you don’t have money to buy it now, which means you can promise your child that Santa Claus will give it, or find an alternative that is much cheaper. Attention of a small child try to switch.

Make sure that each toy has its own place, do not dump everything in a box. Divide toys into categories, keep order and teach this to your baby. It is good to organize the system of organizing toys and educational materials according to the M. Montessori method, the elements of which can be seen in the correction room No. 8 in Atbasar, but it is easy to do in the child’s room, for this, the children’s room or corner is conditionally divided into zones:

mathematical (pyramids, sorters, nesting dolls),

language (cubes with letters, books),

practical life zone (clasps, laces, items for games with cereals, household items),

sensory development zone (musical toys, rustlers, rattles, balls from different materials and fillers),

zone of physical development (fitball, hand walk).

Such an organization is useful from the very beginning, that is, from the moment you start crawling. Mom can see which area needs attention, where what is missing, what is used, and what is idle. The child sees all the toys and chooses what he needs at the moment. Shelves should be installed so that a child who has learned to stand up with support can take out the thing of interest from them and put them back after the game. From the very beginning, teach your baby to keep things in order: naturally and joyfully, as the final part of the game, mom herself makes sure to put each thing in its place. And the kid will do exactly the same as he can. There should not be too many toys in each zone. To keep the joy of novelty, divide the toys into 2-3 parts and change them periodically.

Buy toys consciously, choosing the best ones. Let them not only entertain, but also educate. Develop your baby with pleasure!

What toys does a child need - the answer to this question depends on age. The younger the child, the less toys you need. And in general, toys are needed less than it may seem to loving relatives. Much more valuable is the time that you can give your baby to make something together or play a simple ball.

When buying toys for your baby, be guided by the principle "Less is more". Choose things of high quality, made with love from natural materials. Wooden toys are preferable to plastic ones.

Attention!

Toys should not easily break, break. They should not have small parts that can get into the baby's mouth or nose.

Soft toys should only be given to a child if they are easy to clean.

When the child begins to master the space of the room, wrap the sharp corners of the furniture with something soft, close the electrical outlets, remove the wires from the floor.

When entering the room, do not forget that there may be a baby behind the door.

See what your little one is playing with. Among his "toys" there may be not only a completely safe mother's slippers, but also a rustling plastic bag (which the child will certainly try to put on his head).

The childhood of any child is inseparable from toys. Modern stores offer us a huge range of toys that can satisfy not only the desires of the child, but also the requirements of parents. Very often, when looking for a gift for a baby, we are faced with a choice: buy a bright, expensive, multifunctional toy or give preference to a gift with a smaller set of characteristics, but which fits into the family budget. To understand this complex issue, you need to understand why a child needs a toy at all?

A child's toy is a pass to the adult world. With its help, the baby gets acquainted and explores the surrounding reality, learns to communicate, recognize himself and express feelings. Any toy, regardless of price and quality, affects the emotional world of the child. While playing, the kid imagines his world, imagines and invents his own characters, their stories and adventures. A toy is a conductor of fantasy, so it is very important that the child likes it.

When buying a toy for a child, think about how you can play with it and how quickly it can get boring. Remember that toys should be chosen, not collected. A railroad with a remote control and a mechanical cat raising its paw can end up in a closet for a long time. Buy a set of multi-colored cubes from which you can build a house or a fortress, a plastic dog that you can take out for a walk, bathe, paint with felt-tip pens. A child needs a toy that he can play with without fear of breaking it. Remember, any, even the best, toy cannot replace live communication with parents.

Onopka Elena Pavlovna

Psychologist of KSU "KPPK No. 8, Atbasar"

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Toys are specially made items intended for games, providing play activities for children and adults. The main feature of the toy is that it presents in a generalized form the typical features, properties of the object, depending on which

the child, playing, reproduces certain actions. In the toy there is a convention of the image of the object. The dynamics in the toy is provided by the design, materials, mobility of parts, sound. A toy, according to the figurative expression of A.S. Makarenko, is the "material basis" of the game, it is necessary for the development of gaming activities. With its help, the child creates a conceived image, expresses his impressions of the surrounding life, plays a particular role. The toy has a general educational value, serves the purpose of the all-round development of the child. Many children's toys develop movements, satisfy the need of children for physical activity, communication. Toys with a surprise, sounding, clockwork cause surprise, unexpected joy, make them laugh and amuse, make the child's life happier. Toys for a small child are a kind of window to the world, they broaden his horizons, awaken curiosity. There are toys with which the child solves problematic problems, learns to think independently, experiment. K.D. Ushinsky was one of the first to draw attention to the fact that a toy is a kind of school for educating a child's feelings. Favorite toys teach the child kindness, empathy. A toy, along with a children's book, is the first work of art that enters a baby's life. A well-designed toy wakes him up

aesthetic experiences, instills artistic taste. Toys have become part of human culture.

A toy as a special subject of the game, as one of the manifestations of culture, appeared in the course of the historical development of society. The history of the origin of the toy is revealed by D.B. Elkonin in his

work "letters without an address". Over the centuries, the toy has changed radically. They primarily relate to the production of toys: from handicraft to industrial. With the development of the latter, a special production of toys is being created, which makes them cheaper and more artistically valuable, as well as accessible to everyone. The development of science and technology affects the technology of creating toys, more advanced tools, paints and materials from which toys are made appear. Under the influence of the social policy of society and scientific and technological progress, the assortment of toys and their quality are changing. This is evidenced by the appearance in our time of computer toys and space-themed toys, Barbie dolls. The range of toys is becoming more diverse, more complex. It is influenced by the economic state of society. Under the influence of the development of pedagogical thought, the attitude to the use of toys as a means of education and training is changing. Famous teachers, educators of the past wrote about the importance of toys for the development of the child: Ya.A. Comenius, J. Locke,

J. J. Rousseau, F. Fröbel. An analysis of the pedagogical literature indicates that new

approaches to toys were formed under the influence of scientists, teachers and writers of this period (A. Gaidar, M. Gorky, L. Kassil; E.A. Arkin, L.S. Vygotsky, E.A. Flerina, A.P. Usova; N.K. Krupskaya, A.S. Makarenko and others). Socio-economic policy and public education of preschool children required the development of the production of cheap toys of a new theme.

A.P. Usova considered toys as one of the main sources of the game. Under the guidance of R. I. Zhukovskaya, a number of researchers developed the problem of the influence of dolls and animal toys on the moral formation of children, the development of their interests and a positive attitude towards people of different nationalities (A. A. Antsyferova, M. M. Bogomolova, etc.). The requirements for toys and their equipment for the pedagogical process are specified (V.M. Grigorieva), the practical experience of using toys in the classroom and in everyday activities is summarized (V.M. Izgarsheva); the method of using plot-shaped toys in work with young children is being developed in detail (E.V. Zvorygina, G.G. Lokutsievskaya, N.Ya. Mikhailenko, N.S. Pantina). Researchers show great interest in the study of history

the emergence of toys and the development of their production (V.P. Pryakhin, D.B. Elkonin), their influence on the emotional state and behavior of children (V.S. Mukhina, A.S. Spivakovskaya); considerable attention is paid to the study of the possibilities of using constructive and construction

materials for the mental development of preschoolers (V.G. Nechaeva, E.I. Korzakova, Z.V. Lishtvan, L.A. Paramonova), the creation of a developing subject-game environment (N.T. Grynyavichen). Topical are the issues of using technical, electronic toys and computer technology in teaching preschoolers. The problem is being investigated by a group of scientists led by S.L. Novoselova. Recently, much attention has been paid to the development of methods for teaching children to create toys from waste and natural materials, fabric, paper, wood, straw (Z.V. Bogateeva, E.K. Gulyants, L.V. Kutsakova). Thus, the importance of toys in solving the problems of educating and educating preschool children is comprehensive and varied.

The main requirement for toys was determined by N. K. Krupskaya in the article “On toys for preschool children”.

A special requirement is placed on the subject matter, the content of the toy, since the nature of the game, the actions that the child performs, his feelings, experiences largely depend on this. E.A. wrote about this. Flerina. The toy should be dynamic, encourage the child to a variety of actions in the game. This is an important requirement, taking into account such psychophysiological characteristics of a preschooler as the need for active actions and activities. If the toy is such that the child only contemplates it, then it will not affect his development. There are certain requirements for the design of the toy. The toy needs an attractive, colorful design in order to evoke an emotional attitude in the child, to cultivate artistic taste. The design of the toy must be safe for the life and health of the child and meet a number of hygiene requirements. . In a preschool institution, toys must be appropriately placed, which requires the use of certain play equipment: cabinets, racks, boxes, nets for storing balls, etc. To deploy independent games, it is desirable to have modules, transforming toy furniture, stage equipment, podiums. Toys are distributed according to the types of games in which they are mainly used. This division is very conditional: each toy is multifunctional and therefore it can be used in different games. The following types of toys are distinguished:

Story toys or figurative toys. These are dolls and figurines depicting people and animals; vehicles (cars, trains, planes), dishes, furniture, etc. Didactic toys are designed for the mental and sensory development and education of children.

Fun toys, "fun toys", as defined by E.A. Flerina, are used to entertain children.

Sports toys are designed to implement the tasks of physical education.

Musical toys are designed to develop musical ear.

Theatrical toys are puppets - theatrical characters, bibabo puppets, puppet puppets; sets of plot figures for playing scenes based on fairy tales, dramatizations.

Technical toys introduce children to the world of technology; introduce the appearance of technical objects (machines, mechanisms, vehicles), with their characteristic actions.

Building and construction materials are designed for children's design, technical invention.

Homemade toys are made by the children themselves, their parents, educators.

Materials for the parent meeting "The role of toys in the life of a preschool child"

Krivosheina Olga Alexandrovna teacher of MBDOU No. 130 "Child Development Center - Kindergarten", Kemerovo
Target: to form knowledge about the meaning of the toy, its role in the life of the child; equip with knowledge about the appropriate pedagogical selection of toys.
Tasks:
- give an idea to parents about what a toy is;
- show the importance of toys in a child's life;
- introduce the types of toys and the requirements for them;
- to give recommendations on the selection of toys.
Preliminary work: survey of parents; conversation with children in order to identify their gaming preferences; preparing consultations.
Equipment: laptop, projector, audio player, toy set.

Main part.

Leading. Good evening dear parents! I am glad to welcome you to the parent meeting "The role of toys in a child's life."
During the meeting, we will identify the importance of toys in a child's life, get acquainted with the types of toys and anti-toys, and consider the requirements for choosing toys.
The development of a rich emotional world of a child is unthinkable without toys. They allow the child to express their feelings, explore the world around them, teach them to communicate and know themselves.
Just as it is impossible to imagine a child outside the game, so almost no game is complete without a toy. It helps to clarify, comprehend the child's ideas about the environment and contributes to the development of its plot. The game, as an independent children's activity, is formed in the course of the upbringing and education of the child, it contributes to the development of the experience of human activity. The toy, in this case, acts as a kind of standard of those objects, the purpose of which is to find out and master the various actions with which it is necessary for the child. The game, as a form of organization of children's life, is important because it serves the formation of the child's psyche, his personality. Game and toy are inseparable from each other. A toy can bring a game to life, and a game sometimes requires a new toy to develop.

Types of toys.

In modern pedagogy, a more detailed classification of toys, adopted in the theory and practice of preschool education, is the classification of E. A. Flerina. This classification is based on various aspects of the mental and physical development of the child:
- motor sports toys - ball, hoop, jump ropes, skittles, volleyball, spillikins, mosaic, etc. - contribute to the development of large and fine motor skills, the eye;
- plot toy - people, animals, transport, furniture, etc. - contribute to the development of creative imitative play, through which the child identifies, consolidates and deepens his social experience;
- creative labor toy - all kinds of building materials, constructors, various models, etc. - develops design abilities and inventions;
- technical toy - various types of cars, toy cameras, kaleidoscopes, spyglasses, etc. - also develops design abilities, expands the technical horizons, directs interest in construction and technology;
- board games - contribute to the development of intelligence, attention, familiarity with the shape, color, size, literacy, counting, and also organize a children's team in games with rules;
- a funny toy - a jumping bunny, a quacking duck, a bird with a twirling tail, etc. - brings up a sense of humor;
- musical toys - singing birds, primitive musical instruments, toys with a musical melody - serve as a means of developing a musical ear;
- theatrical toy - shadow theater, theater of toys, puppets - lead to their own theatrical game, greatly enrich children's artistic perception.
Leading.
What do you think is the importance of children's toys?

The value of children's toys.

For society, a toy is the most important element of culture (“the mirror of culture”).
For an adult, a toy is the most important part of the educational environment.
For a child, a toy is a source of joy, an object for creativity, a psychological means for the child to master the objective world and his own behavior.

Functions of toys.

1. Cognitive.
The toy allows you to explore the world.
2. Creative.
The toy contributes to the formation of creative abilities.
3. Psycho-therapeutic.
The toy allows you to express and live your feelings.
4. Communicative.
Communication with the toy contributes to the formation of internal dialogue and inner peace. Teaches how to communicate with other people.
5. The formation of the image of I.

The toy promotes awareness of their capabilities. Expanding the sphere of autonomy and competence of the child.
6. Relaxation.

In order for the toy to perform the functions listed above, you must be very careful about its choice.

Modern toys and anti-toys for children.

Modern toys for children represent a wide range of products for every age, taste and budget. Unlike the not so distant past, in our country now there are no strict restrictions and regulations on the sale of children's goods, so manufacturers are trying to sell everything that has any demand, and sometimes even artificially "warm up" this demand. So among children's toys there are also "anti-toys".
An anti-toy is a toy that does not meet the criterion of spiritual and moral security.

Some examples of anti-toys.

Hermaphrodite toys (dolls with the appearance of girls, but with the primary genital organs of boys), extremely destructive for the child's psyche, introducing sexual perversions and other psychophysical destruction into the minds of children.
Toys that form sadistic tendencies, in particular, an “interactive toy” called “Mad Chicken” is offered, in the description of which the manufacturer states the following: “The chicken flaps its wings and moves its legs. She dances great to the music! But if you take her by the neck, she will begin to make death moans and try to escape from your hands. This show is not to be missed. And as soon as you let go of Crazy Chicken, she will continue the concert, dancing merrily and waving her wings to the incendiary music.
"Toys" in the form of germs and viruses have appeared on the toy market, including HIV, syphilis, gonorrhea, dysentery, mad cow disease, "toys" that mimic human genitalia.
"Toys" that mimic human feces are offered.
"Toys" are widespread, involving the child in the implementation of occult and religious magical rituals, mystifying their consciousness.
Toys are offered - "jokes" that imitate human injuries, which are amputated limbs and other parts of the human body, for example: "child's bloody hand", "children's leg", "vampire head", "foot in the car", "throwing snot", "hand with claws", "skull with an eye"
An increase in the number of facts of deliveries to Russia and the distribution in Russia of anti-toys that are clearly damaging the psyche of Russian children should activate parents carefully, thoughtfully choosing toys for their children.

Types of anti-toys and their harm to the child.

1.Scary toys. Not all scary toys are bad. After all, even in the kindest folk tales there are negative characters with whom good heroes fight and win. The meaning of a scary toy is to teach the baby to overcome his fear. This fear should be conditional and predictable, like the toy itself. For example, the heroes of Russian fairy tales or modern cartoons are familiar to a child from childhood, he knows how to deal with them, knows their weaknesses and peculiarities. Such a toy should be conditional, without unnecessary details - the child will come up with them on his own, to the best of his own imagination and mental stability.
But modern scary toys tend to be overly detailed. Cyborgs, which are a terrible parody of a person, dolls with distorted faces, monsters, the creators of which have drawn relief muscles, scars, and warts - such saturation with details overloads the baby's psyche, irritates him, and leads to the appearance of uncontrollable fears.
Another problem of modern toys and popular characters is that their external and internal content does not have a pronounced connection. For example, when a "superhero" fights a "supervillain", they may only differ in the color of their clothing and badge. Or a disgusting monster turns out to be a kind and sweet creature. Such a discrepancy causes dissonance in young children, blurring the line between good and bad, between good and evil.
The harm from scary toys is especially great if the child begins to play “on their side”, allows them to do evil in games with impunity. In this case, more attention should be paid to the moral education of the child, communicate more with him, read good children's books, limit watching violent films and TV shows.
2. Overly detailed toys. Detailing is a problem not only for monsters, but for most modern toys in general. Previously, children were made dolls from socks, with buttons instead of eyes, and these toys were the most beloved - the kid himself invented and imagined the missing details, the character of the doll and its history.
Modern dolls are sometimes difficult to distinguish from living people - their bodies, clothes, faces with pronounced emotions are so carefully worked out. There is nothing to "think" here. If the toy is the hero of a popular cartoon or book, then it’s impossible to come up with a story. Often a child, playing, repeats episodes from the cartoon over and over again, without introducing anything new. This negatively affects the development of the imagination and imagination of the baby.
3. Toys leading to a shift in generally accepted values. In order to interest consumers, manufacturers of modern toys produce the most unusual products that do not fit into the norms of traditional morality. Real life examples include transvestite dolls, dead dolls, plush poo and more. Little girls are encouraged to play with a children's striptease pole, as well as a realistic baby doll that imitates the process of breast sucking. It is obvious that a child, whose psyche has not yet been fully formed, cannot adequately appreciate toys, which sometimes shock even an adult.
More about Barbie doll
It would seem that what could be harmful in Barbie dolls? Among the mass of modern toys, they look quite harmless. Barbies are not ugly, do not call for cruelty, do not contradict the norms of generally accepted morality. And yet, many psychologists warn parents against buying their children this still fashionable toy.
Why? Firstly, in playing with dolls, especially for young children, the main thing is a manifestation of care and tenderness. Such games are the earliest preparation of girls for motherhood. Barbie doll does not look like a child and does not cause a desire to babysit and take care of her, does not develop maternal instinct in girls.
In addition, these dolls are very realistic, but the proportions of their face and body are distorted: excessively large eyes, too long legs, too thin waist. Since modern society recognizes this type of appearance as almost a standard to strive for, for most girls, playing with such dolls gives rise to dissatisfaction with their own appearance.
Of course, not all modern toys are bad. But the modern ideology of "sell everything that is bought" contributes to the flooding of the children's toy market with a huge amount of real garbage. And, if you do not consider such products useful for your child, the best option is to make toys for him yourself. And let the wooden car not have a windshield and even wheels, and the doll's thread hair does not look too much like real hair. Such toys develop the kid's imagination and make him understand: even in the modern world, not everything of value can be bought with money.
Before the parent meeting, we conducted a survey, the results of which you can see on the screen.
The most interesting thing for us is what modern parents pay attention to when choosing toys.
What rules do you think should be observed when choosing toys?

Requirements and principles of toy examination

Every adult, parent and caregiver, should be able to choose toys for children based on criteria.
A. Health and environmental requirements: what is the toy made of, is there a quality certificate, are small parts firmly attached, etc.
B. Pedagogical requirements: what will the toy teach? What will develop skills and abilities, creative abilities?
Q. Psychological requirements: what does the toy carry? What feelings will it awaken in the child?
D. Aesthetic requirements: does the toy correspond to the ideas of beauty, does it develop a sense of beauty, harmony?
E. Spiritual and moral requirements: what values ​​does the toy convey, does it contribute to the formation of moral consciousness, conscience, the distinction between good and evil, the desire to follow moral standards?
Let's take a closer look at the pedagogical criteria for choosing toys.

Toys for children: pedagogical selection criteria.

When purchasing toys, caring parents should focus primarily on the choice of the child himself: he must want a toy, it must be interesting to him. And the task of adults is to choose the most correct and useful from all the children's “I want”. There are several criteria for selecting toys.
Simplicity. A design that combines too many properties and functions disorients the baby. For example, a plastic squirrel on wheels with a built-in telephone would not be considered an educational toy. It is better and more useful to offer the child toys that have a clear purpose.
Quality. The low quality of the toy simply will not allow the child to perform the actions for which it was bought. A bunny tail that has fallen off or poorly spinning car wheels does not contribute to the development of a baby’s skills.
Stimulation of activity. Often, children ask to buy them a toy they saw with friends, or a doll - an exact copy of some cartoon character. Of particular interest to the child are objects with which you can do something: disassemble and assemble, extract sounds or transform. Children are attracted to novelty elements, and such toys support curiosity and activity.
The independence of the child. Toys should contribute to the formation of a child's desire to act independently and boldly solve the most difficult tasks. If outside help is required to play with an object, for example, the need to hold something, find a lever or press a button, the baby will quickly lose interest in such a “game”.
Ethics and aesthetics. The toy is a significant participant in the process of education. It should evoke good feelings and develop humane qualities of character. Toys that contribute to the formation of destructive qualities are unacceptable: cruelty, aggression, anger. Bloody masks, various monsters and monsters are not the best options for children's toys.
History and culture. Giving preference to the purchase of a particular toy, such aspects should also be taken into account. Author's toys (dolls, wooden crafts, various cute little animals) develop good taste. Retro toys allow you to touch the history of your people.

Typical mistakes when choosing children's toys

Adults quite often choose toys for children, focusing on their own taste and personal preferences, so they make a number of typical mistakes, among them:
1) Purchasing giant plushies. Those items that the child cannot pick up are not toys. It is rather a part of the interior or a gift for an adult;
2) Buying a lot of the same type of toys. The rooms of modern children are similar to Detsky Mir stores. And the child, meanwhile, plays with two or three of his favorites;
3) High cost and popularity with other children or their parents are not the best guidelines for buying a toy for your child. Going shopping in the "Children's World", it is worth discussing in detail with the children their preferences;
4) Toys for children should never be bought at random kiosks. Toxic materials, poorly fixed small parts and parts are not a complete list of hazards that can turn into serious problems. It is better to go to a specialized store where sellers can provide quality certificates, a huge selection of toys for boys, games for girls, gifts and just useful and important goods for children.
So, the “right” toy for a child should have a developing potential, have educational utility and be absolutely safe.

How to choose safe children's toys?

Among the variety of children's toys it is easy to get lost. At the same time, a children's toy should not only please the child and be interesting to him, but also suit his age, be safe, and meet many regulations and standards.

Rules for choosing children's toys, according to Rospotrebnadzor experts

When choosing a toy, look at it and examine it, read everything that is written on the package. It is important to pay attention to:
Material. The toy must be made of safe materials. Do not buy toys made from natural fur and tree bark, and leather toys are not recommended for children under 3 years of age. When choosing soft toys, it is worth remembering that they must have a dense and well-stitched pile, as they can shed. Bacteria also accumulate in soft toys, and they can become a source of infections, so this is not the best option for the smallest children and those who are prone to allergic reactions.
Form. The toy must be free of sharp protruding parts, burrs and sharp corners that the child can get hurt on.
Color that should be as natural as possible. Firstly, this does not violate the child's understanding of the real world, and secondly, toys of "poisonous flowers" can scare children and contain "toxic" dyes. It is also worth avoiding black and bright red toys, they can be poorly perceived by the child.
Smell. Feel free to sniff the toy right in the store. It should not have a persistent unpleasant odor, and if it does, then it is made of "toxic" materials.
Instructions that you should study in advance, even before buying. Instructions for the correct use of the toy may be on the toy itself, on the packaging and on the label, or in the form of an insert.
Subject. Buy toys that will not harm the psyche of the child. Psychologists do not recommend buying children different monsters, mutants, etc.
Realism. Rospotrebnadzor experts recommend choosing toys that look like real animals or people so that the child can draw an analogy.
Sound - it should not irritate the ear and scare the child. If the toy has musical accompaniment, listen to all the tunes before buying and make sure that the baby is not scared. In addition, pay attention to the volume of the sound or the possibility of adjusting it.
By the way, when buying musical wind toys, pay attention to the places for contact with the lips of children - they should be made of easily disinfected materials that do not absorb moisture.
Details. Non-removable parts of toys made of hard materials, such as metals, wood or plastic, must be installed so that the child cannot grasp them with his teeth. If the parts are separated from the toy, then they should not have sharp edges and ends.
Child's age. When choosing a toy, be sure to pay attention to the age for which the toy is intended.:
The place where you buy toys. Buy toys in specialized stores, do not buy toys "by hand" in places of unauthorized trade.
Leading.
- And now I suggest you take part in a small experiment.