Developing subject-spatial environment as a means of developing preschool children's play activities. The organization of a subject-play environment by a teacher as a condition for creating a subject-developing environment for preschool children The most important thing about the development environment
The subject environment is a system of material objects of the child's activity, which functionally models the content of the development of his spiritual and physical appearance.
The object-play environment is considered as a factor stimulating the child's play activity.
The strategy and tactics of building a gaming environment is determined by the characteristics of a personality-oriented model of education. Its main features are:
In communicating with children, an adult adheres to the position: “Not next to, not above, but together!”
Its purpose is to contribute to the development of the child as an individual.
This involves solving the following tasks:
Provide a sense of psychological security - the child's trust in the world
The joys of existence (mental health)
Formation of the principles of personality (the basis of personal culture)
The development of the individuality of the child is not “programming”, but the promotion of personality development).
Knowledge, abilities, skills are considered not as a goal, but as a means of the full development of the individual.
Ways of communication - understanding, recognition, acceptance of the personality of the child, based on the emerging ability in adults to take the position of the child, take into account his point of view, not ignore his feelings and emotions.
Communication tactics - cooperation. The position of an adult is to proceed from the interests of the child and the prospects for his further development as a full-fledged member of society.
The subject-play environment is created taking into account the age of children and has its own specifics.
Features of the organization of the subject-game environment for children of early and younger preschool age
Subject activity is leading, has all the possibilities for the implementation of psychophysical and psycho-emotional well-being. It is in it that the child first discovers the functions of objects. An adult helps him learn the purpose and method of using things. A feature of objective activity at an early age is the cooperation of a child and an adult, when an adult plays the role of a mentor.
Therefore, in our preschool institution, much attention is paid to the selection of gaming equipment, didactic toys and educational aids.
The subject-developing environment for children of early childhood involves the creation of favorable conditions designed to lay in the child the necessary basic qualities of future activity and the psyche that is formed on their basis.
The selection of toys and play equipment must be differentiated by periods. The equipment should meet the needs of the child in joint actions with an adult, create a single playing field. This is a period (1-1.5 - 1.5-2) of intensive accumulation of sensory experience, mastery of the simplest methods of action, generalized ideas about color, size, shape. During this period, didactic sets (balls, rings, cubes, cylinders, columns, etc.), rocking horses, a sensory didactic table, a dry pool (coordination development), cubes (animals, fruits, etc.) , pyramids of various sizes.
At the 3rd year of life, plot toys are introduced to display actions (feeding, care, bathing dolls). Sets for games in the hospital, shop, hairdresser, which enriches the theme of the games.
Also in the subject-developing environment for young children, aids are needed to perform subject-tool actions (contribute to the formation of visual-effective thinking): kits for cleaning the house - a brush, a dustpan, a broom, a rag; sets for work in the garden - a rake, a watering can, a shovel, etc., thematic sets: “Whose children?”, “Ryaba Hen”, etc. You also need toys for the development of movements: wheelchairs, cars from small to large sizes, balls and balls of different sizes, ring throws).
General pedagogical conditions for the use of objects and toys:
periodic updates of toys;
variety of subject-game world;
selection of subjects for the development of the child (speech, sensory, mastery of methods of action);
pedagogical support in all ways of using objects;
A properly organized subject-play environment helps an adult to ensure the harmonious development of the child, create an emotionally positive atmosphere in the group, arrange and conduct games and activities, and thus accustom children to independent games with gradually becoming more complex content.
The subject environment in the group should be organized in such a way as to encourage children to play. In the game room, zones specially designed for this are organized. Toy dishes are placed on the table; corners are set up for cooking, bathing and putting toys to bed. In certain places, cars and building materials are placed, sets of toys for playing “hospital”, “hairdresser”, “shop”, etc. are stored. The play space should be comfortable for children, giving them the opportunity to play both individually and in a small group. All toys must be accessible.
It is most convenient for children to play in the play areas. At the same time, the playing space should not be strictly limited. Play is a free activity and every child has the right to play where he likes. The development of a wider space makes it possible to vary the conditions of the game, opens up scope for children's imagination.
The group room should be equipped with different types of toys.
One of them is realistic toys that reproduce the appearance of people, animals, features of real objects; for example, dolls with eyelashes, closing eyes and movable body parts, dishes and furniture, including detailed parts that make them up, for example, a stove with burners and an opening oven, etc.
Another type of toys - prototypical - only conditionally reproducing the details of the object, for example, a doll with a painted face or a stove on which burners and an oven are painted.
The third type of toys are substitute objects that do not resemble real things, but are convenient for use in a conditional meaning. As substitutes, sticks, cubes, balls, pyramid rings, designer parts, pebbles, buttons, shells, walnut shells, empty curly coils, etc. can be used. It is better to store them in a box near the corner with story toys so that the child does not spent a lot of time looking for them and was not distracted from the game.
Puppets are an indispensable attribute of story games. They must be in sufficient quantity, of different sizes and materials (plastic, rubber, rag, knitted, etc.), with moving parts of the body. Large dolls are easy to feed and comb, but difficult to hold, bathe and cradle. It is convenient to bathe and swaddle naked dolls. Well, if the dolls will have different facial expressions. It is also desirable that the group has dolls that bear the distinctive features of the peoples (have characteristic facial features, skin color, clothes). To act out various plots, dolls representing the profession are needed: a doctor, a policeman, a fireman, a cook, a clown, an astronaut, a racer, soldier dolls, etc.
In addition, children should have toy animals (cats, dogs, bears), birds (chicken, cockerel), etc., made of different materials, having different sizes and bright colors.
Features of the organization of the subject-game environment for children of middle and senior preschool age
In organizing the life of 4-5 year old children, a significant part of the time is devoted to amateur games at the initiative and choice of children. The educator creates conditions for variable play activities, fills the play space with a variety of toys, substitute items, multifunctional materials for play creativity, developing desktop-printed and other games.
It is important to provide children with the opportunity to constantly transform the subject-game environment; the presence of sufficient polyfunctional game material optimizes the development of the position of the subject of the director's game by preschoolers. Children can, during the game, select, change toys, objects, design an environment for playing with the help of a variety of auxiliary material in accordance with the chosen topic, the plot of the game; include toys made by the children themselves; build the buildings necessary for the game (steamboat, pier, bridge, station, railway, semaphore, kindergarten, gazebos, house, street, etc.); use natural material in games (sand, clay, water, snow, ice).
Play equipment is placed so that preschoolers do not interfere with each other. To do this, it is necessary to rationally use all the free space of group rooms, as well as consider the organization of space and the placement of gaming equipment in the area for walking.
In organizing the environment, it is necessary to take into account the developmental features of the older preschooler, develop manifestations of “selfhood”, place equipment so that it is convenient to organize joint and independent activities;
- - all items must be proportionate to the height, hand and physiological capabilities of children;
- - giving the child the right to modify the environment, to create it again and again in accordance with taste and mood;
- - the placement of materials should be functional, not "showcase";
- - each item should perform an informative function about the world around, stimulate the activity of the child;
- - providing the possibility of free orientation of the child in space (symbols, arrows);
- - Accounting for sexual differentiation.
The group space should:
- - become multifunctional (materials can be used for play, and for productive, and for research activities);
- - have mobile, transformable borders (to accommodate everyone if necessary).
Tasks for independent work
Develop a project for the subject-developing environment of the preschool educational institution group for the development of children's activities (age group and type of children's activity at the choice of the student).
Describe the model of the subject-play environment of the age group where you are doing your internship. Conduct an analysis of the gaming environment (note the positive and negative aspects in its organization). Formulate specific recommendations for educators in updating the playing environment for the full formation of the child's personality and the development of the preschooler's playing activities.
In this paragraph, we will try to define what is meant by a subject-play environment, what requirements are imposed on the organization of a developing subject-play environment.
It is important for us to dwell on the organization of a developing subject-game environment by a teacher, to find out the modern requirements for the organization of the environment and to study this issue.
The concept of a subject-play environment is considered in pedagogy as a narrower description of the environment, as a factor stimulating, guiding, developing the child's activity. It has an impact on the development of the individual in a broad sense and on the formation of narrower qualities in her, such as independence, activity, observation. The subject-developing environment is a system of material objects of the child's activity, functionally modeling the content of his spiritual and physical development.
An enriched environment (according to Petrovsky V.A.) presupposes the unity of social and objective means of ensuring the diverse activities of the child. The enrichment of the upbringing and educational process of the developing subject environment is directly dependent on the content of education, the age and level of development of children and their activities.
All components of the subject-developing environment are interconnected in content, scale, artistic solution. The object-spatial world includes a variety of objects, objects of social reality. The object-spatial environment is necessary for children, first of all, because it performs an informative function in relation to them - each object carries certain information about the world around it, becomes a means of conveying social experience.
It is necessary that the organization of the subject-play environment in different age groups of the kindergarten take into account the peculiarities of the phased development of children's play activities and, at the same time, provide the maximum opportunity to deploy the event side of the game, take into account the growing amount of knowledge, impressions, content of children's experiences. The subject-play environment in modern preschool institutions must meet certain requirements: this is, first of all, the freedom of the child to reach the topic, the plot of the game, certain toys, pestle and play time. At the same time, it is impossible not to take into account the age characteristics of preschool children and the fact that they are in a preschool educational institution that works according to a specific educational program. This means that when creating conditions in a preschool institution for children to exercise the right to play, it is necessary to offer them not only the most convenient time for playing in the daily routine, but also allocate a suitable place, equipping it with a universal subject-play environment suitable for organizing various types of games.
The principle of the universality of the subject-play environment is very important, since it allows the children themselves and children, together with educators, to build and change the play environment, transforming it in accordance with the type of game, its content and development prospects.
That is why the subject-play environment should be developing, i.e. it should functionally model the development of play and the child through play.
The developing subject-play environment also meets the principle of consistency, which is represented by the independence of its individual elements among themselves and with other objects that make up the integrity of the subject-developing environment.
The composition of the subject-game environment includes: a large organizing playing field; play equipment; toys; game paraphernalia of various kinds; game materials. All these game tools are usually not in some kind of abstract game space, but in a group room, a game room, on a playground (veranda) of a kindergarten site.
Game tools must be in proportion to each other and other interior items. This means that the interior should not contain anything superfluous and be organically combined aesthetically with gaming facilities. All game and non-game items must comply with the principle of safety.
In addition to material and subjective requirements for the organization of a subject-developing environment, there are also purely pedagogical ones. These are, first of all, amateur games - games-experiments, role-playing, director's games of preschool children. Educational and leisure games are no less important, because, thanks to these games, the main necessary neoplasms in the mental sphere are formed in children, and the prerequisites for motives for new types of activity develop.
Firstly, in the function of designating the subject-developing environment (a wooden "ship" in the kindergarten area; a screen denoting "doctor's office", etc.); secondly, in the attributive function (specific objects that determine the playing role, for example, a hat with a red cross for a doctor) and, thirdly, in the function of a direct object of operation (toy dishes, a steering wheel, binoculars, etc.).
In the work of G. Fein, it is proposed to divide the game material in terms of its correspondence to real, real objects into three categories: 1) realistic toys (exact copies of real objects); 2) prototypical toys (simulating real objects in a special way - through a bright designation and even exaggeration of the main details associated with the specific functions of this object, and ignoring its minor details; 3) polyfunctional objects that do not have a strict functional purpose (sticks, cubes), which can act as substitutes for various real objects.
The game and the toy are inseparable from each other. A toy can give rise to a game, and a game, developing, requires more and more new toys. A toy in a cognitive sense acts for a child as a kind of generalized standard of the surrounding material reality. Toys can be very diverse in theme and artistic content, but they must all meet certain pedagogical requirements. The most important of these requirements relate to age-appropriateness and the appropriateness of toys for different types of games. At every age, a child needs toys that are different in their subject matter and purpose: plot toys, technical toys, toys-tools, toys-fun, theatrical, musical, sports. For the development of activity and independence, toys are needed that allow you to clearly highlight the specific functions of real objects, the scale of the toys is important, their correspondence to the size of the child’s hand (for toys such as a spoon, plate, iron, telephone, etc.), his height (puppet furniture, cars, strollers, etc.), partner toys (dolls, bears).
In a role-playing game, children take on roles. And for their expressive implementation, costume elements are needed: skirts, vests, capes, jewelry, hats, etc. They should not be assigned to one role, as is often the case in kindergarten. Children love to combine costumes. The older the children, the more diverse costumes they need. For games for children, a variety of role-playing attributes, for example, a steering wheel, binoculars, bags and others. Some attributes are useful to do with the children when they are needed in the game. This means that children should have access to materials and semi-finished products for making homemade products and various game attributes. Noticing the interest of children in any plot, you can include in the lesson on visual activity, manual labor the performance of work, the results of which can then be used by children in their games. So, crafts made of clay or papier-mâché (apples, nuts, carrots, plate, bowl) will decorate any table. Appliqué products, for example, a collective work - a train, a meadow - can be used as a panel, patterned rugs will help decorate the doll's room. At older preschool age, in manual labor classes, children make crafts from paper, cardboard, natural material, which can also be used in various games.
Unformed materials used as substitute items (sticks of various sizes, pieces of fabric, fur, foam rubber, leather, cords, ropes, wire, plastic bottles, natural material, etc.) can be conveniently stored in a box that can stand in any accessible place for children. The child takes out the cord from it and turns it into a hose for washing the car. The cube can become a bar of soap, a TV set, a book. As substitute items, you can use didactic toys, building materials, physical education equipment, white and colored paper. The teacher leads the children to understand that some substitute items are easy to transform: for example, paper can be torn into small pieces, crumpled, rolled into a tube; draw something on it, and build various buildings from cubes. Each such toy is valuable because the child himself makes it.
Because of the fear of messing up, disturbing the order in the group, one should not deprive children of the opportunity to make toys from the most common material in everyday life (newspapers, boxes, household items). Thus, subject to the maximum unity of the game with different types of activities, it is possible to use the results of artistic creative activity.
Joint games require the ability to negotiate with each other, to clearly express your thoughts. A specially equipped gaming environment also helps to master communication skills. So that role-playing statements appear, addressed to a real and imaginary interlocutor, a toy phone or a telephone booth appears in the play corner. Such a game environment encourages children to talk with an interlocutor, makes it possible to concentrate, and some overcome shyness.
The unification in the game is also facilitated by specially selected large toys, for example, a model of a truck, a motor ship, as well as large building material. S.A. Novoselova recommends using conditional, large, environment-forming material to organize a generalized object-game environment, for example, large cardboard boxes sheathed with a plain fabric of several colors.
In the studies of many authors, it has been established that the use of these conditional, large objects contributes to the activation of the substitution function in children in the game and becomes an important factor in the development of amateur plot-role-playing games. Role-playing games in such an object-playing environment open up wider opportunities for the manifestation of the intellectual initiative of children in the game based on the exteriorization of its figurative plan.
Also, for games, you can offer environment-forming modules, furniture-toy. The organization of the game with large, neutral in relation to any content of the game, environment-forming objects makes it possible to replace not only one specific necessary object, but also to create a whole objective situation, commensurate with the space of the game room. Environment-forming modules unite children in a common cause, stimulate their search activity and creativity, and contribute to both intellectual and cognitive activity. Large modules allow not only to imagine a game action, but also to actually perform it (really climb into a cave or a house, climb to the top of a mast, etc.). As the game progresses, experimentation arises both in an imaginary situation and in real action, in real movement on a changing subject environment. Children like games in which they overcome physical difficulties in moving objects, in their construction. They rejoice when they overcome these difficulties.
The modern designer and art critic G.N. Lyubimova, such well-known scientists as M.I. Lisina, T.A. Repina, L.A. Paramonova, S.L. could be called "game worlds". The universal organizing subject-developing environment multifunctional constructor "Quadro", which is one of the most successful and high-tech developments of the 20th century for preschool children, can rightly be attributed to the number of such modern game worlds.
Modern toys and developing game environments carry information that makes them guides to the world of modernity, an indispensable means of implementing game ideas, a means of not only obtaining, but, most importantly, applying new knowledge in practice, using this knowledge and skills in independent activities, in the game. . These are the well-known developing subject-play environments "Lego", including "Lego-Duplo", "Lego-Dacta", etc.; Fishertechnik (toy railways); "Liberty" (soft animal toys); "Quadro" (multifunctional constructor), "Module-game" (a system of modules for games and activities); "Aquaplay" (water constructor for games and experimentation) and other science-intensive modern game tools for children.
Modern requirements for the creation of a full-fledged subject-developing environment correspond to reality; in a group room, you need to create an environment for various games, provide for its thematic and plot twist, find for each game only its inherent style of game interior and equipment, which of course is not always possible.
Since now children play mostly in a standard way, a psychological and pedagogical task arises to encourage children to creatively use their life experience in the game, and not act according to the template dictated by the standard subject content of the play corners. The initiative of children in the game is often constrained by the topics of games predetermined by teachers, the presence of stable play areas (corners) in terms of content, pushing children to reproduce the same plots of games in all age groups. Since thematic play corners, which have become widespread in the practice of organizing plot games for children of younger preschool age, for older children can be a brake on the game initiative, because in these corners, where play equipment and toys are appropriately located, i.e. children are given a game task in advance. But the game, first of all, should be creative and the obstacles in the way of children's creativity in the game should be eliminated.
This state of affairs in the practice of a preschool teacher must be overcome by organizing the game in such a way that would encourage children to creatively reflect reality, give rise to cognitive interests in them, initiative in their activities. The possibility for a child to display creative initiative in play is prepared in the process of purposeful pedagogical guidance of play activities. The management of the game depends on the goal pursued by the teacher. Obviously, the goals of game management may be different in each case, but they should be separate. Determining the purpose of pedagogical guidance is necessarily associated with the teacher's understanding of the function of play in preschool childhood. It consists in the fact that the game, as “independent, amateur”, in the words of A.V. Zaporozhets, the activity of the child ensures the creative appropriation of social experience by him, turning it into a means of creating a new one. A fully formed game is a reliable means of comprehensive creative education of the personality of a preschool child.
Thus, the creation of a subject-play environment requires special care of the educator. The main pedagogical principle here is the indispensable connection of the knowledge acquired by children with the content of the playing environment. The organization of the introduction of toys is also essential. Its specificity is revealed by many teachers. The subject-play environment must necessarily change flexibly depending on the content of knowledge acquired by children, on the playing interests of children and the level of development of their play.
Thus, the analysis of psychological and pedagogical literature, carried out in this paragraph, made it possible to clarify the requirements for the organization of the subject-play environment. From the point of view of various studies, among which the authors highlight the age-specificity of toys, their diversity, but at the same time the possibility of using toys for various games, that is, multifunctionality. It is important for us that researchers express their point of view regarding the prohibition of the use of toys, believing that this harms the manifestation of the child's creativity.
The subject-game environment is an important factor in the development of personality. Despite the rich history, this issue is still relevant today. Currently, a lot of basic and specialized programs are being implemented; pedagogical work
focused on the emancipation of children from the predominance of the targeted impact of teachers, etc. All this obliges a scientifically sound approach to the design of the subject-game environment. Functions of the subject-game environment:
Informative (carries information about the world around);
Encouragement (encourages communication, activity, determines its content);
Developing (develops all spheres of personality: cognitive, emotional, volitional, etc.); stimulating (stimulates the manifestation of activity, creativity of children, etc.); regulating (regulates activity).
The principles of the organization of the subject-play environment identified by V. A. Petrovsky:
1. Static and mobility - static implies constancy, immutability, which provides the child with reliability, security; mobile
ness - the possibility of its change, which is important for the intellectual processes of children's creativity;
2. Flexibility of zoning - involves the creation of functional "rooms" (for games, theater, construction). Children should be able to carry objects, toys to any part of the group room, hall, etc.;
3. Comfort - items must be positioned so that the child can freely take them. Toys must be reliable, safe, easy to use;
4. Openness - closeness - implies, on the one hand, the possibility of solitude, organizing autonomous activities, for example, behind a screen, on the other hand, the child must have conditions for communicating with children, the opportunity to see how they play, draw, etc .;
5. Take into account gender differences - the presence of special sets of items, toys, both for girls and boys.
V. T. Kudryavtsev identifies the principles of organizing the subject-play environment in the aspect of cultural development as a creative process:
Problem saturation;
Incompleteness and the possibility of active completion by the child;
Multifunctionality (for example, cubes of various shapes);
Unusual situation, departure from patterns.
Basic concepts: object-play environment, functions of the subject-game
environment, the principles of its organization.
Literature:
sti. // Preschool education, 1995, No. 4.
Anokhina T. How to organize a modern subject-developing environment. //
Preschool education, 1999, No. 5.
1988, part 2, p. 136-143.
Lavrentieva T. G. Organization of the subject environment and the position of education. //
Preschool education, 1995, No. 6.
Novoselova S. L. Developing subject environment, M., 1995.
Pedagogical requirements and age-specific toys: Methodological
education, 1997, No. 5.
The problem of organizing the subject-game environment
in domestic and foreign pedagogy.
The issue of organizing a subject-play environment in domestic pedagogy begins to be considered in the 20s and 30s in the works of A. V. Surovtseva (“what is a playground and how to organize it?” M., 1925, etc.), E. A. Flerina “Creative work of a preschooler” M-L., 1930, etc.), In 1927 he described
Relying on the concept of the "Unified Labor School", "working rooms" are being created in kindergartens, where objects, various materials for working on wood, cardboard, and sewing are located.
The first scientific materials on this problem were related to the organization of children's leisure, they are reflected in the "Guide for a kindergarten teacher" (1953), which distinguishes the following activities: drawing,
modeling, making toys, looking at books. In earlier programs for kindergartens (1932, 1934, 1938) there were no instructions and recommendations for creating a subject-play environment.
In the 50s, the concept of "corners" was introduced, in the 60s - the concept of "independent activity of children." Studies of this period consider the subject-play environment as a means of educating the personality traits of a preschooler (sociability, independence, organization, etc.), developing skills
(artistic, gaming, labor, etc.). The corners were filled with objects, sets of toys, mostly with predetermined ways to use them, very limited options for dealing with them. For example, sets of attributes for the games "Hospital", "Mail", "Shop".
Zoning was introduced in the 1970s. Zones, unlike corners, include flexible, movable elements that make it possible to create improvised spatial structures. These are screens, toys - furniture,
multifunctional structures, unformed material, etc. With the advent of zones, the pedagogical significance of the subject-play environment is significantly expanding. The emphasis is on the development of abilities, children's creativity, on introducing children to productive useful employment. Subject-
the gaming environment has become an integral part of the broader concept of subject-developing environment. In the 70s, the problem of organizing a subject-play environment was developed by N. T. Grinyavichen, G. N. Panteleev, L. V. Panteleeva, etc.
In modern conditions, the subject-play environment is designed taking into account the personality-oriented approach. DOW strive to create their own group design style. We note the positive changes and negative stereotypes in the organization of the subject-play environment:
Positive change Problems, negative stereotypes
Overcoming the strict requirements of the SES: the use of soft toys, items brought by children from home, etc. is allowed.
Creation of conditions for multi-age interaction.
Creation in groups of conditions for the balance of joint and individual activities.
Multifunctional use of objects, benefits, etc.
The presence of shelves, cells for placing personal items, toys with
the purpose of the organization of independent activity.
Template use of attributes for games with the declared theme "Mail", "Hairdresser", etc.
Exhibiting toys, manuals with a focus on the inspector.
Understaffing with toys, manuals.
Lack of funding, insufficiency of funds for the purchase of toys, enrichment of the subject-game environment.
In foreign pedagogy, the issue of organizing a subject-game environment was considered in the works of M. Montessori, O. Decroly, R. Steiner, Kr. Walter and others
The pedagogical views of M Montessori are based on the principle of conformity to nature. For the development of the vital forces and abilities inherent in the child, Montessori notes, a "preparatory environment" is necessary, that is, a certain microenvironment. M Montessori proposed conditionally dividing the premises of a group of preschool institutions into functional zones.
All game materials were offered to be placed on open and accessible shelves. A special place in the subject environment was assigned to didactic materials aimed at the development of the senses. These materials were built on the principle of autodidacticism.
M. Montessori emphasized that the child does not need an expensive environment, all objects, toys should find practical application. An appropriate environment, according to Montessori, gives the child the opportunity to "know the beauty and richness of life, to flourish in feelings, hands and spirit in their own activities."
sti and movement. M. Montessori is the founder of the subject-environment model of children's education, in which the content of education lies in specially created
this subject environment. An adult only helps children in choosing a benefit and demonstrates patterns of actions with it. The object-play environment itself directs the activity of the child, regulates his actions.
R. Steiner was an opponent of ready-made toys, objects, “thought-out
fabricated and fabricated by intellectual civilization.” All game mat-
rial, according to Steiner, is a natural borrowing from nature (naturally
natural forms, natural materials and dyes). In the Waldorf children
kindergarten teachers made toys themselves from wool and fabrics. Dolls without
painted faces, thus the toy did not impose a ready-made image on the baby,
created by an adult. It was believed that this allows the child to see something in the doll
a face that arises in his imagination, and which can change according to the mind
doo games. For building games, children were offered sets of unformed
"blocks" of wood, having various shapes: chocks, sticks, cones, etc.
e. There were works of art in the room (art reproductions)
nikov, etc.), vases, etc., since a child from childhood, according to Steiner, must bring
learn to respect and respect what is beautiful.
In the second half of the twentieth century, the problem of creating a subject-play environment
dy is developed in connection with the spatial organization of the premises of the children
sky garden. In the concept of Hella Erler and Luis Erler (Germany, late 70s
years of the twentieth century) it is shown that the spatial structures of the premises should
have their own functional significance. At the center of the group, according to
H. L. Erler, there should be a platform for free communication, children's games.
Behind it is an elevation like a theater stage, where children can play
move actively: climb, jump, crawl, and can also retire. Here
toys are located: houses with furniture, cars, etc. Elevation gives
the opportunity for the child to get a new view, angle of view, communicate with adults
lymi, being under it.
In the 80s of the twentieth century, the concept of W. Mahlke and
Z. Schwarte (Germany). They created an architect, in accordance with the nature of the child,
space: one, two, three-story elevations connected by galleries,
numerous stairs with railings; cozy niches and "secluded places"
ki", etc. An important place in the design of the premises was occupied by crafts from
native material: clay, wood, etc., which children could use in
the process of organizing different types of activities.
Modern approaches to the organization of the subject-game environment in a foreign
pedagogy:
Structurally, not only horizontal, but also vertical plane
sti (elevations, slopes, stairs);
Buttons are often used (for older groups), beads are made from them, gir-
lands, used as sweets, fairy-tale characters (princess, little mermaid,
Use stones for collections, extracting sounds;
Technical means are used: screwdrivers, hammers, containers with stamps (4.5
Tue): children make calls;
The games use real vegetables, fruits, etc. for cooking
Items for playing with water are used: clockwork, inflatable toys, watering cans,
funnels, pumping systems.
Objects for observation and experimentation are used: magnifiers, lacquer
mousse paper, etc.
Thus, in domestic and foreign pedagogy, there are
significant advances in the humanistic approach to childhood.
Basic concepts: subject-game environment.
Literature:
Artamonova O. Object-spatial environment: its role in the development of personal
sti. // Preschool education, 1995., No. 4.
Kozlova S.A., Kulikova T.A. Preschool pedagogy, M.: Academy, 2000. - 450 p.
Building a developing environment in a preschool institution. / V. A. Petrov-
sky, L. M. Klarina, L. A. Smyvina, L. P. Strelkova. M., 1992.
Serbina E. Let it be at home. // Preschool education, 1989, No. 2.
Tolstikova O. We create a developing environment with our own hands. //Preschool
education, 1997, No. 5.
Furyaeva T.V. Modern foreign kindergarten. Krasnoyarsk, 1994.
The problem of classification of children's games.
There are different approaches to the classification of children's games. Main
the parameters for their division are
The central element of their structure (these are role-playing games, games with
Form of organization (these are games regulated by education and self-
body games of children).
In the 50-60s, in the works of R. I. Zhukovskaya, D. V. Mendzheritskaya, etc.
substantiates two main groups of games: creative games and games with rules-
mi. Let's open it in detail.
Creative games Games with rules
1) Role-playing 1) Didactic
2) Construction and structural 2) Movable
3) Theatrical
(dramatization games
staged games)
3) Musical and didactic
Such a division was considered classic and the only one until the 80s.
In the 80-90s of the twentieth century, in the works of G. G. Kravtsov, S. L. Novoselova, L. A.
Paramonova and others trace alternative approaches to the classification
preschool games. L. A. Paramonova believes that the construction
constructive games are not a type of creative games, but refer to const-
activities of children, which positively affects, first of all, the development
development of thought processes of preschoolers.
G. G. Kravtsov offers the following classification of games:
1) Figurative role-playing games, where the child takes on the image-role and performs
takes actions for "living" and "non-living" objects, for example, "chauffeur car".
2) Role-playing games, the main function of which in the development of children's ability
niya communicate, interact.
3) Directing games - the highest level of development of gaming activities. These
games give the child the opportunity to see the game situation as a whole (he and “re-
zhisser", and "performer of roles"). To a variety of directorial games G. G,
Kravtsov refers to building games (for example, games with wet sand).
Games with rules, in particular, didactic games, are not included in the class
and should be considered in the section preschool didactics.
S. L. Novoselova based the classification of games on the principle of ini-
initiatives coming from children or adults and identified three groups of games:
1) Games that arise on the initiative of the children themselves as a practical form of development
thinking about the environment: a) games-experiments with natural objects
objects, animals, people, etc.; b) story games (story-
display, plot-role-playing, directing, theatrical).
2) Games that arise on the initiative of an adult: a) educational (didactic,
plot-didactic, mobile, musical, educational-subject); b)
leisure (fun, entertainment, theatrical, festive and carnival, com-
computer, intellectual).
3) Traditional or folk games: a) ritual (cult, family, se-
zone); b) training (sensory-motor, intellectual, etc.),
c) leisure (games, entertaining, quiet, amusing).
Leading, according to S. L. Novoselova, are games that arise according to
children's initiative.
Various approaches to the classification of children's games indicate
the complexity of this issue. In the future, preschool pedagogy as a science
it is necessary to answer the questions: is it necessary to classify children's
games, which types of games are important to differentiate in terms of modern approaches
dov (systemic, personal, axeological, ethno-cultural, etc.).
Basic concepts: the game of preschoolers, the classification of children's games.
Literature:
The game of a preschooler / Ed. S. L. Novoselova, M., 1989.
Fundamentals of preschool pedagogy / Ed. A. V. Zaporozhets, T. A. Markova,
M., 1980, Ch. 9.
Novoselova S. O. new classification of children's games / Preschool education,
Elkonin D. B. Psychology of the game, M., 1987.
Theoretical foundations of role-playing games.
Role-playing games have been studied in different aspects: as a means of recreating
nutrition, as an activity, etc.
D. V. Mendzheritskaya studied the plot of the game, its ethical side.
The game, according to D. V. Mendzheritskaya, arising on the basis of moral
a valuable plot that educates children, their relationship
not only during the game, but also in everyday life. D. V. Menge-
Ritskaya considered play to be a creative activity. The child does not copy the action
reality, but transforms it through the prism of his imagination, combining his
impression. Deborah Vladimirovna paid much attention to the leadership of the game.
Roy. Role relationships are more successfully embodied in the game if the teacher
organizes excursions, talks, reading fiction, uses
visibility: drawings, paintings. D. V. Mendzheritskaya showed the role of gaming
her book “To the teacher about children's play” is very popular.
R. I. Zhukovskaya believed that teaching children in the classroom the ability to play
significantly enriches the plot of the game, the content of role-playing contacts. Fame
got her "play-to-do" reception. Its essence was that the
The tel, using dolls, attributes, etc., played various
stories. Thus, with the help of this technique, the ability to play
army, connect several plots of the game, conduct role-playing dialogues, etc. Rose
Iosifovna emphasized the important role of game rules. They, in her opinion,
contribute to the successful flow of the game, the formation of positive
relationships. She noted the need to enrich the ideas of children
about the surrounding life through reading fiction, pro-
conducting excursions, ethical conversations.
A.P. Usova investigated real social relations in the game. Count-
tala that it is possible to educate social qualities in children with the following
Guidelines aimed at drawing the attention of children to the rules,
cham of role behavior;
The unity of imaginary and real relationships. Public quality
properties, according to Alexandra Platonovna, develop with the unity of influence
play a positive, ethically valued role and relationship,
emerging in the children's play society.
Using the experience of children formed in other activities
(work, learning in the classroom, etc.).
The game, according to A.P. Usova, should become a form of organizing a children's
life. A valuable contribution to game theory is made by A. P. Usova 3
stage of uniting children in the game. These are individual games, games side by side and with
local.
S. L. Novoselova studied the game as an activity. Showed the difference
baby games from baby chimpanzee games. Svetlana Leonidovna noted that
the assimilation of social experience by a child can be carried out only with his
own activity from early childhood. In the 80s-90s, she researched
gave psychological and pedagogical conditions for the use of CFC (computer
game complexes) in preschool institutions.
N.Ya.Mikhailenko explored the problem of plot construction as a special
ways to develop a child's creativity. To master the joint plot
zhenie suggested a technique - games - fantasizing. Start these games
Mikhailenko, it is necessary from fairy tales, because with their structure they allow
to have “step-by-step” planning, discussion of the general storyline.
(5-8 people), supporting each proposal of the player and, at the same time,
providing leadership so that the game has a certain structure, deploying
typing events. Ninel Yakovlevna paid much attention to the formation
gaming skills, considered them the main criterion for assessing the level of gaming activity
value. Emphasized the importance of teaching children how to play. playing
Together with the children, the teacher should rely on the following principles:
I. Take the position of a partner, encouraging new and more difficult ways
game building.
II. The teacher should play with the children throughout the preschool
age, but at each age stage to deploy the game in a special way,
so that children "open" a new, more complex way of building it.
III. From an early age, in the formation of gaming skills, to orient
bank not only for the implementation of the game action, but also for explaining it
meaning to partners - adults, peers.
N. Ya. Mikhailenko emphasized that the basis for the formation of game
action serves as a plot. At the stage of formation of game actions, an adult
should develop a one-dark, one-character plot. At the stage of formation
role behavior is a multi-character plot.
Despite the fact that in research on the role-playing game
different directions are distinguished, all scientists are united by:
Understanding the game as a necessary activity for the child. The game is the form
development of preschoolers;
Social conditioning of games. But in the game the child does not copy life, but
actively experiments with images of adult social relations, expressing
it has its own attitude to what it sees, hears;
The child is independent in the game, starting with the choice of topic, plot, role, as well as
in changing content, game partners, etc.;
Evaluation of the game is a means of educating children.
Basic concepts: role-playing game, theoretical approaches to role-playing games.
Literature:
Zhukovskaya R. I. Game and its pedagogical significance. M., 1975.
Zvorygina E.V. The first story games for kids. M., 1988.
Kozlova S.A., Kulikova T.A. Preschool pedagogy, M.: Academy, 2000. - 450 p.
Mendzheritskaya D.V. To the educator about children's play. M., 1982.
Mikhailenko N., Korotkova N. Pedagogical principles of plot organization
no game. // Preschool education. 1989 No. 4.
Usova A.P. The role of the game in the upbringing of children. M., 1976.
Stages of development of role-playing game in preschool age.
Role-playing game is a kind of creative games for preschoolers. She passed
child in preschool childhood a number of stages of development. These stages are revealed in their
Z.V. Lishtvan, D. V. Mendzheritskaya, S. L. Novoselova and others.
1 - introductory game (1st year of life). Mastering the subject-game activity
consistency. The child learns the game purpose of objects, methods of action
viy (sleep, eat, etc.), can perform individual actions. For this
age is characterized by repeated repetition of the same action.
2 - display game (2nd year of life). The child moves from individual
actions to the implementation of practical semantic connections, building goals
role-playing kidneys.
There is a transfer of actions from one subject to another (putting to sleep
not only dolls, but also bears, dogs, etc.). For the first time there is a substitution
some objects with others (stick - spoon).
3 - plot-display game (3rd year of life). Children start to act
from a certain person. However, by taking on a certain role, the child does not
declares about it. The child's actions become more logical, he actively explores
uses substitute items. This period is characterized by "games side by side":
"two mothers" play with two dolls.
4 - role-playing game (arise by the end of the 3rd year of life). Children begin
move from showing the result of actions to showing methods of action.
5 - actually role-playing games (4th year of life). The child begins to name the role
(“I am a mother”, etc.), which indicates the formation of the first stages of joint games.
Children act through role-playing interactions. By the end of the 4th year of life
children master the ability to negotiate a game, there is a preliminary
goes into the plan of reflection of the role relationships of people.
6 - mastery of joint plot construction (5th year of life). Children learn you
build a sequence of game actions, begin to display not
only relations between people, but also the rules of social behavior. Pro-
there is a complete separation of roles, game actions are mediated by the game
role. Role-playing communication becomes richer. Children actively use
professional vocabulary. The roles are emotionally colored. Game actions
not only with substitute objects, but also with imaginary objects.
Games are more diverse in content, can contain 2-3 plots (family -
hospital - shop). On the 6th - 7th year of life, children's games become long
nym, there are new plots. At all stages of the game, children are clearly manifested.
skoe creativity. Children can display not only the relationship between people,
but also the rules of social behavior.
Basic concepts: role-playing game, stages of development of role-playing games
Literature:
Preschool Pedagogy. / Ed. V. I. Loginova, P. G. Samorukova, M.,
1988, part 2, ch. 2.
Zvorygina E., Komarova N. Pedagogical conditions for the formation of plot-
role play. //Preschool education. 1989, No. 5.
Ivakina I. O. Management of creative role-playing games of preschool
nicknames. Penza, 1995.
Preschool game. /Under. ed. S. L. Novoselova, M., 1989.
The management of role-playing games is one of the most difficult problems
preschool pedagogy. On the one hand, the game is an independent creative
activities, and accordingly, children must be given full
body, in its organization, on the other hand, only a systematic, thoughtful pedagogy
gogic guidance can provide educational value to the game and
develop it as a creative activity. In preschool pedagogy, widely
uses an integrated approach to the management of role-playing games,
proposed by E. V. Zvorygina and N. F. Komarova. E. V. Zvorygina for now
hall the specifics of its use at the stage of the plot-representative game
(children 2-3 years old). N. F. Komarova revealed the essence of an integrated approach to this
ne plot - role-playing game (children 3 - 6 years old).
Let's reveal the components of an integrated approach.
1 component - enriching the real experience of children, expanding knowledge,
ideas about the environment. This work is carried out in the classroom
the process of conducting excursions, targeted walks, during conversations, reading
prehistoric literature. The content of cognitive information, as
vilo, regulated by educational programs. This includes the pony
mania by children of the purpose of objects, the meaning of actions, the behavior of people,
the nature of their relationship, familiarity with phenomena, events, etc. In the method
the wild acquaintance with the environment, according to E. V. Zvorygina, it is necessary
provide for the possibility of transferring the impressions received by children into games
RU. This is facilitated by such methodological techniques as the creation of emotional
mentally saturated situations, conversations with people of different professions, in conclusion
where children are given toys (a hairdresser is a toy set for
haircuts and hair styling, the cook - toy dishes).
2 component - the development of gaming skills, learning how to play
display of reality. The transfer of gaming experience is carried out in
the form of special joint educational games and in the form of direct
role participation of the educator in the games of children. In special joint training
In playing games, it is important to teach children to translate their life experience into conditions
ny plan, enrich with various ways of solving game problems. I teach-
Common games were developed by L. V. Artemova, R. I. Zhukovskaya, V. V. Gerbova, and others.
Games with the direct participation of the teacher are used mainly in
early and younger preschool age. In these games, the educator demonstrates
teaches the child subject and role-playing ways of solving game problems. Re-
giving gaming experience, it is necessary to encourage children's initiative in every possible way and
consistency. Game experience can be spontaneously transferred to natural
way: from older children to younger ones. However, the modern preschooler, as
notes N. Ya. Mikhailenko, there are few chances to join the game naturally
way. The teaching function, in such conditions, should be performed by an adult,
replacing the child with missing partners. Many ways of role-playing behavior
niya children learn in the classroom, for example, music, physical education.
The 3rd component is the creation of a subject-play environment. This component
includes sets of toys of different themes and figurative design,
attributes, taking into account the age and individual characteristics of children. self-
standing games are formed more successfully if toys are introduced according to the
penalty complication. First - conditional, schematic toys, in which clearly
all details, functional signs are viewed. Then, with the development
visually imaginative thinking, along with a realistic toy, children
begin to attract objects - substitutes. It is important that items - knead-
titels resembled the depicted object. To create them, one usually uses
waste, natural material is used. The manifestation in games of actions with imagination
removable objects contribute to the affected objects - paintings depicting
I eat the kitchen, the passenger compartment of the bus, etc. The combination of drawn objects and real
ny toys allows you to act both in an imaginary plane and with support
on the subject. The content of the subject-game environment should include elements
cops of clothing: aprons, hats, jewelry, etc. Manifestation of children's
his creativity is stimulated by multifunctional toys and objects. On the-
example, environment-forming modules proposed by N.T. Grinyavichen. Use-
the formation of large environment-forming objects makes it possible to create
a solid objective situation, perform a variety of game actions:
climb a mast, walk through a dense forest, hide in a cave.
Subject-playing environment should be constantly enriched with new games.
materials, depending on the level of formation of the game and re-
children's physical experience, play interests, etc.
4th component - activating communication between an adult and children in the process
games. This component aims to encourage children to self-study
the search for new gaming tasks, ways to solve them. Such communication has
personal forms: question, advice, suggestion. Its content becomes active
sighting, if it encourages children to use knowledge, skills in re-
solving game tasks, changing, complicating the conditions for the game, etc.
At a younger preschool age, the teacher's communication is aimed at supporting
maintaining interest in toys, encouraging children to emotionally respond to
an imaginary object (“Oh, how delicious!”), self-training
conditions for the game, the performance of game tasks with objects - substitutes
(“Let’s treat our daughter with cookies?” Chips are used as treats
In older preschool age, the form of the activating
communication. The teacher encourages the independence of children in choosing roles, supporting
lives manifestations of role behavior, role-playing dialogues, consistency of role
left actions, etc., using mainly indirect methods of leadership
(question, hint, etc.)
Problem-activating communication is preceded by observation of
children's games. Depending on the level of development of gaming activity, children
The maker can influence the idea of the game, the development of the plot, the complication of methods
reflection of reality, etc.
All components of an integrated approach to the management of children's games are
walk in close relationship. The loss of one of them leads to a violation
complexity and, in turn, disruption of the meaningful relationship
all components.
The method of integrated leadership contributes to the development of the game as a self-
standing creative activity of preschoolers.
Basic concepts: plot-role-playing game, an integrated approach.
Literature:
Zvorygina E.V. The first story games for kids. M., 1988
Preschool game. / Ed. S. L. Novoselova. M., 1989
Komarova N. F. How to manage children's creative games? Methodical re-
recommendations. Nizhny - Novgorod, 1992
Mendzheritskaya D.V. To the educator about children's play. M., 1982
Mikhailenko N., Korotkova N. Interactions between an adult and children in the game
// Preschool education, 1993, No. 3.
Mikhailenko N., Korotkova N. Formation of the plot game in children of the sixth
years of life. // Preschool education, 1989 No. 8.
Theoretical foundations of didactic games.
In classical pedagogy, the idea of combining learning with play belongs to
lives F. Fröbel. Since the time of F. Fröbel, the didactic game has been recognized as
teaching method. Widely known for his games "lifeforms",
"forms of beauty", etc.
In the M. Montessori system, the game was considered as a means of development
sensations. Didactic games by M. Montessori were based on the principle
autodidacticism (self-learning). Belgian teacher O. Decroli in his
system, a large place was given to games on sensory education. His games
were designed to develop thinking. Until now, in practice with
children use the games "Wonderful bag", "Paired pictures", etc.
In domestic pedagogy, didactic games were developed by E.I.
Tikheev. Elizaveta Ivanovna first introduced the term "game - occupation" and singled out
lila three types of didactic material: natural (vegetables, seeds, etc.),
junk (coils, boxes, etc.) specially created (lotto, split
pictures, etc.). Didactic games developed by E. I. Tikheeva (Doll with
a set of clothes, household items, etc.) and is currently
are practical material with the help of which children are brought up
cultural and hygienic skills, culture of speech, etc.
In the 40s - 60s, research was carried out on the use of didactic
ski games in the learning process in the classroom. V. R. Bespalova singles out didactic
game and as a method of familiarizing children with the surrounding life and form
organization of training. R. I. Zhukovskaya shows the didactic game as
reception of training in the classroom for the assimilation and consolidation of knowledge. Highlights
the role of didactic games (increase interest in classes, develop concentration
quality, ensure the assimilation of program material). R. I. Zhukovskaya
developed a series of games - activities with the aim of forming children's knowledge about
the sequence of actions in the development of the plot of the game, the rules of conduct.
For the first time, she showed the difference between games - classes and didactic games. Didactic
Russian games, noted R.I. Zhukovskaya, “have as their main task mental
development of preschoolers, the content of which is determined by the program, games -
classes are structured in such a way as to give children a model for the development of independent
story games and positive relationships.
The work of E. I. Udaltsova reveals the structural components
didactic games, in particular, the role of game actions, rules. “What does the content
the more rewarding game actions and rules, writes E. I. Udaltsova, the more actively
the child is acting. In the 1960s, it was very popular
the book "Didactic games in the upbringing and education of preschoolers", in which
ryh, the possibilities of the game as a method of learning in the classroom were highlighted.
native language and mathematics. V. N. Avanesova, A. P. Usova, N. P. Sakulina
and others considered didactic games as a means of sensory education
A. I. Sorokina made a contribution to the theory of didactic play. In his
manual "Didactic games in kindergarten" she notes that didactic
The game is a complex concept. On the one hand, it serves as a means, a form
learning, on the other hand, remains a game activity. A. I. Sorokina shared
games for 4 groups: 1. We are surrounded by things, what are they? 2. Where do things come from
and what people need? 3. The world of relationships. 4. Everything happens in time
neither. According to the form of conducting, she grouped the games into: games - travel, games
- assignments, games - riddles, games - conversations.
Summarizing the research material of the 50s - 60s N. N. Poddyakov
book "Mental education of preschoolers" wrote that there is a non-
certainty of theoretical and methodological views of different scientists on didactic
game, which is expressed in the gap between the introductory theoretical
provisions and nature of the description of games. All authors rightly consider di-
dactic games are games that have a special educational and cognitive
structure (didactic, game task, game actions and rules), however
these theoretical provisions are not implemented, according to N. N. Poddyakov,
in the second part of the collections, i.e., in the description of games.
In the 70s - 80s, didactic games are considered as a method of
mental activity, independence of thinking. This works
A. K. Bondarenko, T. M. Babunova and others, the authors show the effectiveness
verbal - didactic games in the development of mental activity, thinking
ny operations of children (comparisons, classifications, conclusions, etc.). In his
manual "Word games in kindergarten" A. K. Bondarenko identified four
game groups:
1) Games, with the help of which the ability to highlight essential,
main signs.
2) Games for the development in children of the ability to compare, contrast, notice alogiz-
3) Games for generalization, classification.
4) Games for the development of attention, quick wits, quick thinking, you
In modern conditions, didactic games are considered as a kind of
games with rules, as a means, form, method of teaching children, as a means of re-
nutrition. The last direction (didactic game as a means of education)
niya) expanded the pedagogical possibilities of didactic games. Appeared
the concept of "developing games". These games, unlike didactic ones,
dedicated to the education of the personality of a preschooler, i.e., the implementation of learning tasks
and education in inseparable unity.
Basic concepts: didactic game, theoretical approaches to didactic
ski games.
Literature:
Bondarenko A.K. Didactic games in kindergarten. M., 1991
Bondarenko A. K. Theory of didactic games and the practice of their use in
kindergarten. M., 1985
Preschool Pedagogy. / Ed. V. I. Loginova, P. G. Samorukova M.,
1988 part 2, ch. 2
Kononova I. M., Sergeeva K. D. Didactic games. //Preschool game-
ka./Ed. S. L. Novoselova M., 1989
Mental education of a preschooler. Ed. N. N. Poddyakova M., 1972.
Mikhailenko N. Ya. Korotkova N. A. Games with rules in preschool age
those. M., 1994.
Stages of development of didactic games.
Didactic games are quite a complex type of game. Each period up to
school childhood, has its enduring significance for the development of this type
yes games. We will reveal the stages of the formation of didactic games, identified by N. Ya.
Mikhailenko and N. A. Korotkova.
1. From 2 - 2.5 years old, it is important to develop mutually imitative actions or rhythmically
repeatable. For example, one child jumps off the bench, the other starts
naet to do the same, or the children repeat after the teacher various
movements: clap, jump, etc. During this period, it is also necessary
form joint actions performed in a certain order
sti. For example, one pushes the toy to the floor, the other picks it up. Wake up
The artist must deliberately organize such situations.
2. From 2.5 - 3 years old, it is necessary to teach children to act consciously according to certain
nym, very simple rules, arbitrarily subordinating their behavior to them (on-
example, run to the checkbox). Learn to act on command. From this age
it is possible to create situations for alternate interaction with simple
objects (alternately knocking down skittles, tossing the ball to each other).
3. From 3 - 4 years old - the number of games increases, desktop-printed games are introduced
(lotto, split pictures), game actions and rules become more complicated. For example-
measures, not only to knock down the pins, but also to arrange them, or everyone cannot carry out
one throw, and immediately two in a row. A functional division of children appears
(some run away, others catch up, etc.). Until the age of 4, children do not have a clear
comparison of the results of all participants (winners, losers),
For this, the participation of an adult in the games is mandatory. He is in control
authority: partner, orbiter, etc.
4. From the age of 4 - 5, children begin to form an idea of \u200b\u200bwinning. WITH
this period, it is necessary to conduct didactic games with children with all
their specific characteristics: game task, rules, game actions
actions, etc. At the same time, form an attitude to win, competitive
relationship. It is advisable to alternate different types of didactic games (with
objects, desktop printed, verbal). The functions of an adult are diverse
are different: the participant of the game is an equal partner, explaining the person (explains
rules, shows the importance of a fair win in the game, etc.)
5. From 5 - 6 years old - it is important to develop creativity, encourage children to create new
vyh rules, game actions. To stimulate creativity
necessary:
Offer game material that lacks an essential element
ment necessary to unfold the game according to the usual rules (for example,
measures, unformed playing field for the goose, etc.);
Give sets of elements of different games;
Encourage them to play with unfamiliar material;
Positions of an adult: a participant in the game (makes his proposals regarding
rules, game actions, encourages children to explain all the components
games, etc.), assistant (participates in the distribution of children, helps negotiate
rummage about new rules, etc.) an observer from the outside (analyzes ways
winning, the nature of the relationship, etc.).
At older preschool age, children must independently choose a di-
dactical games, be able to organize them. For this you need:
Equipping the subject environment, the presence of a variety of gaming materials
The development of children's interest in this activity,
Formation of the ability to organize didactic games,
The development of morally valuable motivation (winning in a fair competition)
research institutes, etc.),
Development of humane relations (goodwill, justice, etc.).
Basic concepts: didactic games, stages of development of didactic games.
Literature:
Bondarenko A. K. Theory of didactic games and the practice of their use in
kindergarten M, 1985
Preschool Pedagogy. / Ed. V. I. Loginova, P. G. Samorukova M,
1988, part 2, ch. 2.
Mikhailenko N., Korotkova N. Interaction of an adult with children in the game.
// Preschool education 1993 No. 4.
Mikhailenko N. Ya., Korotkova N. A. Playing with the rules in preschool age.
IV. The problem of preschool education and training
them to learning activities at school.
Theoretical foundations of teaching preschoolers.
Preschool didactics is one of the thoroughly developed parts
preschool pedagogy. She lined up as a theoretical science, and
as a field of practical knowledge. Theoretical foundations of preschool education
nicknames have a rich history of development. In foreign pedagogy, this is a work
you Ya. A. Kamensky, G. Pestalozzi, F. Fröbel, M. Montessori,
O. Decroly. In domestic pedagogy - the work of E. I. Tiheeva, E. A.
Flerina, A.P. Usova, N.N. Poddyakova and others.
concept of preschool education.
The concept of "Cultural - historical development of the psyche"
L. S. Vygotsky. The development of the child, notes L. S. Vygotsky, occurs
walks in the process of mastering the experience accumulated by mankind. Install-
It is clear that the higher mental functions of the child (speech, thinking, etc.)
are reconciled by going inside (internalizing) those forms of behavior that
some were initially external, existed in communication between the child and the environment.
rude people. Based on the theory of “cultural-historical development
mentality” L. S. Vygotsky conducted a deep analysis of the correlation of learning
and development. He criticized the views that existed at that time, according to
which learning was seen as "laggard in the tail of development", as
concepts that are indistinguishable from each other. L. S. Vygotsky showed that
learning that transmits human culture to the child "getting ahead of
development, leads it along,” but does not replace development itself. Development is
not the acquisition of the sum of knowledge, skills, but the dialectical process of acquiring
child's new qualitative features. The advanced understanding of
L. S. Vygotsky concretized the concept of learning and development in terms of the zone
"actual" and "immediate" development "sensitive" periods of development.
It has been proven that learning should be based on the zone of proximal development,
pull him along. L. S. Vygotsky identified three types of learning:
- spontaneous - the child acquires knowledge involuntarily. Digests only
what is of interest to him. This type of learning is typical for
those of an early age.
- spontaneously - reactive - reaction to the influence of an adult. The child takes
interprets the adult's program only to the extent that it is accessible and understandable to him,
Therefore, it is important to build the learning process in a playful way, based on cognition.
interesting interest. This learning is typical for preschool children.
(36 years).
- reactive - teaching at school according to the teacher's program.
Considering the contribution of E. A. Flerina to the theory of teaching preschoolers,
it is necessary to emphasize the following points. Evgenia Aleksandrovna
hall that learning determines the development of children's creativity. The better the child
nok will perform training tasks, according to Flerina, the more often and more difficult it is
creative tasks are put before him. E. A. Flerina developed a translation
program for teaching children visual activities, highlighted
a lot of game techniques for teaching children to draw (“winding threads”,
“It is snowing”, “long paths”, etc.), emphasized the need to combine
niya educational and independent creative activity.
A.P. Usova developed a system for teaching preschoolers. Main
theoretical provisions of A.P. Usova:
- criticized the theory of free education, in which the role of an adult
was reduced to the organization of external conditions of life. Proved that the learning process
two-sided, goes not only from an adult to a child, but the child must
be an active participant in learning. Introduced the concept of preschool didactics.
the child acquires through communication (during games, observations, etc.) and knowledge, semi-
expected in the process of purposeful learning or indirect knowledge.
– developed all the components of the learning process: content, methods, techniques,
forms. She singled out the lesson as the main form of teaching children.
– revealed the prerequisites for learning activities: the ability to listen and hear adults;
planning, self-control and self-esteem. Showed the enduring
the importance of systematic learning in the classroom for the formation of the prerequisites
lok of educational activity.
The concept of N. N. Poddyakov "intellectual creativity". Its essence is
lies in the fact that the entire cognitive (cognitive) sphere of preschoolers
includes two levels of knowledge: knowledge is clear, precise and knowledge at the stage
of their formation (unclear, in the form of conjecture, assumption, question). These
two levels of knowledge are closely related: obscure knowledge passes
in clear; clear, precise knowledge, in turn, should give impetus to more
deep knowledge, expansion of knowledge, i.e., moving into obscure, etc.
At the same time, knowledge at the stage of its formation (in the form of guesswork assumptions)
should not be considered as a lack of cognitive development of children. Than shi-
re horizons of obscure, hypothetical knowledge, notes N. N. Poddyakov,
more opportunities for the development of cognitive interest, abilities,
independence of thinking, etc. Hence, it is important to build the learning process
in such a way that children do not always leave classes with clear information
niami, clear information. It is necessary to outline the prospects for further
cognition of a given phenomenon, process, etc., with the aim of a deeper, more systematic
knowledge.
The concept of V. T. Kudryavtsev "Cultural development as a creative process".
This concept is focused not on learning, but on preschool education.
nicknames, i.e. the unity of the processes of education and upbringing. The author considers
appropriation of culture as a creative process, development and manifestation of the most important
our creative abilities; creative imagination, comprehending
thinking, orientation to the position of another person, arbitrariness of behavior
niya. In this process, the child and the adult work together to transform
which are subject to specific comprehension on the part of the child.
design on a problem-creative basis and present as a whole
construction. When designing content, it is important to observe the following:
following principles: 1) taking into account the values of creative development (realism of imagination
ing, the ability to see the whole before the parts, supra-situational - transformative
creative nature of creative solutions, mental and practical experimentation
ing), 2) to introduce problematic tasks as the main unit of software
holding, 3) polyphony of activity means of embodying creative
claims and decisions (for example, an aesthetic image can be expressed not only
means of drawing, but also an outdoor game, etc.).
Basic concepts: teaching preschoolers, theoretical foundations of learning
Literature:
Preschool Pedagogy.// Ed. V. I. Loginova, P. G. Samorukova M.,
1988, part 2, p. 5-83.
Kozlova S.A., Kulikova T.A. Preschool pedagogy, M.: Academy, 2000. - 450 p.
Kudryavtsev V. Innovative preschool education: experience, problems and
development strategy. // Preschool education, 1997., No. 7
Modern educational programs for preschool institutions./
Ed. T. I. Erofeeva M., 1999.
N.N. Poddyakova, M., 1980, p. 28-53.
Usova A.P. Education in kindergarten. Ed. A. V. Zaporozhets M., 1981, p. 6 - 25.
The process of teaching preschoolers: content, methods, forms.
The process of teaching preschoolers is very specific. The main principles
The pami of its organization are: 1) the principle of humanity; 2) democracy;
3) personality - oriented approach; 4) differentiated approach to
children; 5) taking into account the age characteristics of children, etc.
One of the main components of the learning process is the content
There are different approaches to its design. In the works of A. P. Usova
a systematic approach to the formation of knowledge and skills is substantiated. System
knowledge, according to Usova, is a movement from simple to complex, from known to
unknown. In the works of the 70s - 80s, a systematic approach to knowledge, reducing
yam is built on cause-and-effect relationships. which makes it possible to show
children of the relationship in nature, society, and other areas of knowledge of the world. So,
S. N. Nikolaeva singled out a causal relationship in wildlife -
dependence of the structure of the animal's body on the environment; T. V. Zemtsova - in non-
living nature: the dependence of the physical state of objects on thermal
actions; V. I. Loginova - in a society of people (adult labor): transformation
the object of labor in the labor process into a product of labor that provides satisfaction
meeting people's needs; L. A. Paramonova - in design: the relationship between
the form of the constructed object and its function, purpose, etc.
The value of systematized knowledge, according to Poddyakov:
Children master the ability to update their previous knowledge and use
to learn them for a deeper understanding of the newly formed,
The possibilities of cognitive activity are expanding; children are brought to
understanding of rather complex relationships of the surrounding reality,
A strategy of cognitive development is being established: from the selection of
individual subject to establishing its links with other subjects in the system
which it exists.
In modern conditions (polyprogramming), the content of education is important
positively. It is constructed on the basis of conceptual and theoretical sub-
moves that underlie a particular educational program. On the-
example, V. T. Kudryavtsev, within the framework of his concept of cultural development as
creative process, proposes to design the content of training on the basis of
blemish-creative basis. (Principles for constructing such content
see the topic Theoretical foundations of learning), L. A. Wenger realized his
approach to the development of abilities in the program "Development".
Teaching methods for preschoolers are an important component of the learning process.
niya. Methods are ways of interconnected activities of the teacher and children,
aimed at solving learning problems. Preschool teaching methods
kov was first identified by A.P. Usova. These are verbal, visual, practical
and gaming. Among all groups, a special, priority place is occupied by gaming
methods. The game, influencing the emotional and sensory sphere, develops
children a system of relations to the environment, cognitive interest, etc. In
practice of working with children are widely used, didactic games as a
learning method.
With the advent of the concept of "intellectual creativity" (80s of the twentieth century)
the main acceptance in training is made on the development of thought processes,
creative possibilities of preschoolers. In this regard, non-traditional
on-line teaching methods. These methods were described in detail in their works.
max L. A. Venger, N. N. Poddyakov, L. A. Paramonova, etc. Let us open them.
1. Problematic teaching method. Its essence is to ask questions, create
problem situations, etc. Using this method, the teacher puts children in
an active position, encourages the search for a solution to the problem. It is important that children do not
were afraid to make a mistake, learned to analyze problem situations,
hard to find answers. There are various uses for this
The teacher poses a problem, outlines ways to solve it, the solution itself is a child
finds on its own;
The teacher poses a problem, the children are looking for ways to solve it on their own.
Statement of the problem, the search for options for solving it, children carry out
on one's own.
2. The method of experimentation is a way of material or mental
impact on a real or mental object in order to study it,
knowledge of properties, relationships.
Using this method gives children the opportunity to control phenomena (you-
call or stop it), leads to the development of search activity. Use-
When using this method, the following conditions must be met:
Clearly formulate the goal;
Take two objects (one experimental, the other control);
Manage experience: think through questions, pay attention
understanding of the essential, to teach to reason, to compare facts;
It is better to carry out the same experiment twice, so that the children are convinced of the right
the correctness of the conclusions;
Experiments should not harm living objects.
Children's experimentation, according to N. N. Poddyakov, L. A. Pa-
ramon, it is important to develop in two directions: 1. expand quantity
items with a pronounced property of multifunctionality; 2. pre-
enable the use of self-discovered properties
items in different activities.
3. Modeling is the creation of models and their use in order to
development of knowledge about the properties, structure, relationships and connections of objects. In os-
The new modeling is based on the principle of substitution (the real object is replaced
sign, image). The model must meet a number of requirements:
1. clearly reflect the main properties and relationships that are the object
knowledge; 2. be available for perception, and actions with it; 3. must be
facilitate the learning process.
In didactics, 3 types of models are distinguished: 1. specific, reflecting
the structure of a separate object (model of a building, a person, etc.), 2. generalized
values, reflecting the general structure of a class of objects, essential
signs of the totality of phenomena (model "beast", "fish", etc.), 3. conditionally
symbolic, conveying the invisible relationship of heroes in fairy tales, etc.
Modeling as a teaching method is diversified in the concept
L. A. Vengera - development of abilities in preschool age.
Forms of learning are the outer shell filled with content,
teaching methods. A.P. Usova singled out the lesson as the main form of learning
niya preschoolers. In preschool didactics, there are various types of
concepts: combined, lesson - conversation, thematic lesson, complex,
occupation - excursion, dominant occupation, etc.
Modern approaches to the forms of education:
The variability of seating children in class (sitting on chairs, on a carpet, etc.),
Removing the rigid time limitation of classes,
Shifting emphasis from frontal classes to classes with subgroups of children and
individual,
Possibility of improvisations (optional attendance at the lesson, taking into account
wishes of children, etc.).
Basic concepts: learning process, learning content, teaching methods
research, forms of education.
Literature:
Arushanova A. Tasks and forms of organized learning // Preschool education
nutrition, 1994, No. 1.
Preschool Pedagogy / Ed. V. I. Loginova, P. G. Samorukova,
M., 1988, Part 2, p. 5-83.
Kozlova S.A., Kulikova T.A. Preschool pedagogy, M.: Academy, 2000. - 450 p.
Mikhailenko N., Korotkova N. Model of organization of the educational process
in the senior group of kindergarten // Preschool education, 1995, No. 11.
N. N. Poddyakova, M., 1980.
Usova A.P. Education in kindergarten / Ed. A. V. Zaporozhets, M., 1981.
Mental education of preschool children / Ed. N. N. Poddia-
kova, F. A. Sokhina, M., 1984.
Teaching preschoolers as a specific activity.
Education of preschoolers is one of the main activities in the preschool educational institution.
Until the 90s of the 20th century, education stood out as the main block of pedagogical
chemical process. The theory of this issue is extensive (see the topic Theoretical
new learning).
For the first time, the originality of teaching preschool children was shown
A. P. Usova, highlighting the levels of development of educational activities, the role of gaming
methods, classes as the main form of education, etc. The practice of working with children
in the 70-80s, she consolidated school-type education in the preschool educational institution. This phenomenon
was criticized in The Concept of Preschool Education (1989) as
"Educational and disciplinary model of learning". Orientations of modern didac-
tics on the principles of humanism, personality-oriented approach of positive
but changed the practice of teaching. Focusing on the values of preschool
lenny age, the following specific features of training can be distinguished
children.
A child is a preschooler, a large amount of knowledge, skills acquires
arbitrarily, in the process of games, communication, observations, etc. This spontaneous,
children use involuntarily accumulated experience in the process of learning for
concepts. Hence, the task of the teacher is to help preschoolers acquire a full-fledged
knowledge outside the classroom (in the process of conducting games, excursions, targeted walks)
lok, conversations, etc.). T. V. Kulikova identifies the following types of children's education:
1) direct teaching: the educator sets a didactic task, shows
pattern of action, guides the children. Children in this case are in position
learning object. This type of learning is important to carry out with a predominance
game teaching methods.
2) problem-based learning: children are not offered ready-made knowledge, but are created
a problematic situation that children cannot solve with the help of existing
knowledge, skills. To do this, they must establish connections between phenomena,
dependencies between them. The problem situation is solved in the process of collective
but-search activity, which is accompanied by a heuristic conversation.
The teacher's questions relate to comparison, comparison of facts, etc.
3) indirect teaching: carried out in two ways a) children are offered
a task with an incomplete enumeration of conditions (for example, to make types of trans-
port, each child makes his own version); b) children are offered various
materials, but the task of the activity, its content, they determine themselves.
4) Indirect learning: the teacher puts the child in the position of teaching
others. The technology of organizing mediated learning is
next. The teacher studies the interests of children, the level of knowledge, skills, etc.
In accordance with the collected data, organizes a subject-game environment
(games, equipment for experiments, etc.) The teacher includes these tools in activities
activity of children, offering this or that child to teach peers how to
complete a specific building, craft, composition, etc. This is one of the most difficult
types of learning, which requires the teacher to be able to predict pedagogical
chesky process. The developmental effect of this training compensates for everything
difficulties (T. V. Kulikova).
Characterizing the education of children as a specific activity, one can
highlight the advantages and disadvantages in its organization and implementation.
Advantages Disadvantages
The development of non-traditional areas of learning content: rhythm, choreography, foreign
ny language etc.
Methods of personality-oriented interaction with the child are being implemented. Is being done
emphasis on independent experimentation, search activity of children.
An emotionally rich atmosphere is created. The content is filled with fairy-tale characters, game surprises, own improvisations.
Other types of activities are widely used in teaching: playing, designing, theatrical activities.
Classes are held not only frontally, but also with subgroups of children, as well as individually.
There is a cognitive dictate - the predominance of program goals, tasks of orientation on the assimilation of knowledge and skills.
Children's own creative activity is often ignored.
Little attention is paid to the emotional component of learning, the development of a system of relationships to the environment.
There are cases of overwork from the monotony of methods and forms of teaching.
Key concepts: teaching preschoolers.
Literature:
Avanesova V.N. Theoretical foundations of classes as a form of mental
nutrition and education: the content and methods of mental education of preschool
nikov / Ed. N. N. Poddyakova M., 1980, p. 28-53.
Kozlova S.A., Kulikova T.A. Preschool pedagogy, M.: Academy, 2000. - 450 p.
Kulikova T. Teaching preschoolers: myths, reality and ways of improvement
vaniya // Preschool education, 2000 No. 3.
Usova A.P. Education in kindergarten / Ed. A. V. Zaporozhets M., 1981
Mikhailenko N., Korotkova N. Preschool education: guidelines and requirements
to update the content. // Preschool education, 1992,
Modern approaches to teaching preschoolers.
Experimental studies of the 80s - 90s of the XX century, innovative
processes in preschool education made it possible to identify modern approaches
das for teaching preschoolers, tendencies to improve the practice of teaching
children. Let's break them down:
There is a reduction in the number of classes, an increase in the cognitive direction
laziness of other types of children's activities (games, communication, artistic,
motor activity, etc.)
Knowledge, skills. skills are not seen as the main indicators of success
learning process, but as a means for the development of intellectual creativity
quality, thought processes, cognitive interest, abilities.
In the learning process, it is important to form an attitude towards cognitive
formations, to show the practical significance of the formed knowledge,
ny, influencing, first of all, the emotional and sensual sphere of children.
The subject system of education has spread, when in preschool institutions
deniya began to work "narrow" specialists (choreographers, teachers of foreign
th language, etc.).
Children's game didactics is used. The forms of organization of this training
niya are a children's didactic game (games invented by children. which
can move into another activity, then become a game again) and
heuristic conversation of a child with an adult, which arises from a problematic
situation and consists of a chain of cause-and-effect questions (T. Makeeva).
Implementation of the principle of humanism, which provides for the variability of models
learning, the development of self-valuable forms of activity (the child must learn
world through those activities that are most attractive to him)
Personally - oriented training, taking into account experience and opportunities
every pupil. This requires the teacher to be able to understand
child, follow the train of thought, his actions, suggest the right
solution using a specially organized environment; possession of pedagogical
diagnostics.
Cultural conformity of education (V. T. Kudryavtsev), the value of learning
stands in the development of children's creativity and comprehending thinking. Cultural-
warfare is considered as the development of the creative activity of people
(objects, works of art, etc.) and creative self-determination of re-
bank in culture.
The dissemination of problem-based learning should contain elements of self-
worthwhile research work (A. Savenkov). Preschoolers can
able to perform various research tasks: highlight problems
we, look for solutions, generalize data, defend our point of view
Basic concepts: teaching preschoolers, modern approaches to learning
Literature:
Galkina L., Bobyleva Non-traditional forms of organizing children in the classroom //
Preschool education, 1991, No. 2.
Makeeva T. Himself a teacher // Preschool education, 1995, No. 12.
Mikhailenko N., Korotkova N. Preschool education: guidelines and requirements
Kudryavtsev V. Innovative preschool education: experience, problems,
development strategy // Preschool education, 1997, No. 7,10,12.
Pogodina G. Preschool childhood: about a new approach to teaching and education
// Preschool education, 1991, No. 5.
Sredina O., Nikishina V. Are specialists needed in kindergarten // Preschool
new education, 1997, No. 5.
Models of preschool education, their characteristics.
The education of preschoolers is a complex, multi-stage process, including
which includes training and education, personality development in different types of children's
activities. Despite the abundance of educational programs, they are all included
available in a very limited number of models. N.Ya. Mikhailenko, N.A. Short-
kova distinguish three models:
1. Educational - the most popular, up to the present time. Its essence is
strict differentiation of the content of training, education in subjects and
types of activities. Each subject has a rigid sequence
educational tasks (movement from simple to complex). All items are built in
school - lesson form. The position of an adult is a teacher. The advantages of this mo-
Delhi in the systematic nature of education, the presence of a specific goal for the teacher,
work plan. Its disadvantages are in the frequent limitation of the activity of children, on-
focus of pedagogical work, mainly on the formation of knowledge,
2. Comprehensively - thematic - its essence is that children are offered during
throughout the year, specially selected topics that are projected onto different
activities. The composition of topics is different. These are natural phenomena (autumn
etc.), holidays (New Year, etc.), events from the life of the preschool educational institution, etc. This mo-
del was popular in the 20-30s. She was reflected in the programs
1932.1938 and was called "according to the organizing moments."
Complex - thematic model is less rigid than the educational one, since
children are given the opportunity to choose the type of activity, means, etc. Allows-
all the variability of adult positions (teacher, partner, referee, observer),
changing the order of topics.
This model, to a greater extent than the educational one, is addressed to the activity of preschool children.
kov, the manifestation of their independence. However, she loses educational
models in the systematic training.
3. Subject - environmental model.
meteor environment. There are two versions of this model:
1) the subject environment itself directs the activity of the child, regulates his actions
action, encourages exercise. This is possible due to the autodidactic
materials. An adult only helps children in choosing benefits and demonstrates
examples of how to deal with it. An example of such a model is the M. Montessori system.
2 subject environment includes the materials necessary for free children
sky activity. All items are distributed by zones (game, manual
labor, etc.). The child has the opportunity to freely choose benefits, toys,
ki that meet his needs and interests. The subject environment, in turn
reddish, should stimulate the manifestation of new ideas, contribute to the
strengthening knowledge and skills. The functions of an adult here are to provide
help, addition, change of the subject environment. This model is similar to
plex-thematic with the difference that the initiative in choosing topics belongs to
lies to the child.
In the practice of working with children, as a rule, elements of all
model types. In accordance with this, the educational process is accepted to be
pour into 3 blocks: 1) specially organized training in the form of classes
(training model), 2) joint adult-child activity (complex
thematic model), 3) free independent activity of children (pre-
metno-environmental model).
Basic concepts: education models, educational model, complex - topic -
tic model, subject-environment model.
Literature:
Mikhailenko N., Korotkova N. Preschool education: guidelines and requirements
niya to update the content // Preschool education, 1992, No. 5-6.
Kudryavtsev V. Innovative preschool education: experience, problems, strategies
Development tag // Preschool education, 1997, No. 7,10,12.
The problem of preparing children for schooling.
The issue of preparing children for schooling has been studied in different
boards: content of general, special readiness, continuity in
educational work, diagnostics of children's readiness for school, etc.
Let's look at this issue from a historical perspective.
In 1928, at the 4th All-Russian Congress on Preschool Education
for the first time, the question was raised of creating educational programs for children
sky gardens. Their creation made it possible to systematize pedagogical
work. Orientation to the requirements of the school made it possible to identify the main
board of kindergartens in the 20-30s is the formation of knowledge, skills
ny, skills. In the works of E. A. Flerina, A. V. Surovtseva, L. I. Chulitskaya
it is noted that in the process of learning in the classroom, preschoolers form
activity in the assimilation of knowledge, skills, experience in solving simple mental
tasks.
In the 1940s and 1950s, the approach to learning in the classroom as the main
means and condition of preparing children for school. A.P. Usova substantiates
the concept of preschool didactics, reveals the specifics of educational activities
preschoolers, shows continuity from the point of view of kindergarten, etc.
Thus, the study of the problem of preparing children for schooling
began with the development of the content of the training, i.e. e. those knowledge, skills,
which create the necessary basis for the entry of children into new conditions
school education. This direction was called - special training
ness to school. Along with special readiness in the 50s, the
questions related to the level of moral education
(A. N. Shebalina), with the assimilation of the norms of behavior (V. A. Gorbachev), developed
the concept of mental readiness for school (A. A. Lyublinskaya), etc.
In the works of the 60s (A. V. Zaporozhets, A. A. Lyublinskaya, A. M. Leushina.
etc.) the role of the general readiness of children for school begins to be emphasized. A. V. Za-
Porozhets in his speeches has repeatedly noted that special training
Getting children ready for school is an integral part of general readiness.
In the 70s, a number of manuals were published (“Preparing children for school in a kindergarten
du". / Ed. F. A. Sokhina, T. V. Taruntayeva, B. A. Rusakova "How to learn
learn ", etc.), which concretize approaches to the general, special
readiness of children for school. Scientists begin to be interested in the problem of learning
from the age of 6 (Sh. A. Amonashvili, A. M. Pyshkalo and others), the question is being developed
diagnosis of school readiness. During this period, the preparation of children for school
continues to be the leading, dominant task of preschool education
tanya. All the pedagogical work of kindergartens is centered on it and, in practice,
Technically, all planned activities were directly or indirectly related to
approach to solving this problem.
The 1980s and 1990s brought significant changes to this problem. Question
preparation for school came to be seen as the natural result of a general
development of children, the formation of the initial foundations of personality. The practice itself
work with children has shown that it is impossible to limit preschool childhood
preparing a child for school, it is important to create conditions for the development of abilities,
children's creativity, emotional sphere, the formation of the need for self-
affirmation, etc.
In the 1980s, different approaches to the concept of a child's readiness emerged.
to schooling. So, the general readiness for school, according to A. V. Zaporozhets,
L. A. Venger, V. S. Mukhina and others, includes 3 components: physiological,
physical, psychological. Psychological readiness, in turn,
is divided into 5 components:
1. Intellectual, 2. Motivational, 3. Personal (social), 4. Op-
a certain level of development of all mental processes, 5. Volitional.
In the works of E. E. Kravtsova and G. G. Kravtsov, the general readiness for school
lies in three components, which simultaneously serve as its indicator
lyami. This is the relation of the child to an adult (the teacher as an authority figure),
the child's attitude to peers (the ability to communicate) and the child's attitude to
oneself, which lies in the sphere of self-consciousness (development of adequate self-esteem)
R. S. Bure., G. M. Lyamina, etc., the general readiness of children for school is associated with
the formation of personality traits (independence, organization,
security, confidence, etc.).
Despite differences in approaches, all scientists recognize a common willingness to
as an essential component of children's readiness for school. One of the main tasks
today there is a problem of continuity between the preschool educational institution and the school (in the content
zhania, forms, methods of pedagogical work). In modern conditions,
the concept of "continuity" was enriched with new meaningful components -
Emotional (taking into account the specifics of the emotional sphere of the personality, providing
emotional comfort),
Activity (providing links between leading activities,
reliance on the main ones for this period of activity),
preschool age to elementary school),
Communicative (taking into account the peculiarities of children's communication, ensuring con-
tactful communication),
Pedocentric (placement in the center of the educational process
child).
In the works of V. T. Kudryavtsev, attention is focused on the development of imagination
understanding and thinking of children as the basis for the continuity of preschool and school
steps in the system of developing education; preparing preschoolers for
search-transformative implementation of activities.
Basic concepts: readiness for schooling, general readiness for school
le, special readiness for school, prerequisites for learning activities.
Literature:
Bure R.S. Preparing children for school M., 1987.
Kozlova S.A., Kulikova T.A. Preschool pedagogy, M.: Academy, 2000. - 450 p.
Kravtsova E. E. Psychological problems of children's readiness for learning in
school, M., 1991
Kravtsov G. G., Kravtsova E. E. Six-year-old child, Psychological preparation
ness to school / Ser. "Pedagogy and psychology" M., 1987, No. 5.
Kudryavtsev V. Innovative preschool education: experience. problems and
development strategy // Preschool education, 1998, No. 12.
Kudryavtsev V. Preschool and primary education - a single developing
world // Preschool education, 2002, No. 6, No. 8.
Preparing children for school in kindergarten / Ed. F. A. Sokhina, T. V. Tarun-
taeva, M., 1978.
Preparing children for school in the family / Ed. T. A. Markova, F. A. Sohi-
Shabalina Z. P. The first year is the most difficult, M., 1990.
The State Standard for Preschool Education - developed requirements for educational programs, one of which is the requirement for organizing a developing subject-spatial environment in a preschool educational institution, which is an integral component of the pedagogical process.
There are principles for organizing a developing subject-spatial environment:
Safety - there should be no dangerous objects in the room: sharp, breaking, heavy, corners should be closed. \
Accessibility - the game tools used are located so that the child can reach them without the help of adults. This helps him to be independent.
Brightness, attractiveness.
Consistency - equipment and toys lie in the same places, the child always knows where certain items are, if he wants to use them, this also teaches him to order.
Freedom of choice.
Saturation - availability of materials for productive activities, toys, didactic material
When creating a developing subject-spatial environment, it is necessary to remember:
1. The environment must perform educational, developing, educating, stimulating, organized, communicative functions. But most importantly, it should work for the development of the independence and initiative of the child.
2. Flexible and variable use of space is needed. The environment should serve to meet the needs and interests of the child.
3. The shape and design of the items is focused on the safety and age of children.
4. Decor elements should be easily replaceable.
5. In each group, it is necessary to provide a place for children's experimental activities.
6. When organizing the subject environment in a group room, it is necessary to take into account the patterns of mental development, indicators of their health, psychophysiological and communicative features, the level of general and speech development, as well as indicators of the emotional and need sphere.
7. The color palette should be presented in warm, pastel colors.
8. When creating a developing space in a group room, it is necessary to take into account the leading role of play activities.
9. The developing object-spatial environment of the group should change depending on the age characteristics of the children, the period of study, and the educational program.
It is important that the subject environment has the character of an open, non-closed system capable of adjustment and development. In other words, the environment is not only developing, but also developing. Under any circumstances, the objective world surrounding the child must be replenished and updated, adapting to neoplasms of a certain age.
Particular importance in the preschool educational institution is given to the subject-game environment, since the main activity of the child is the game and its impact on the versatile development of the individual can hardly be overestimated.
The game for children is the main activity, a form of life organization, a means of comprehensive development.
For most children, the kindergarten group is the first children's society where they acquire the initial skills of collective relations. It is necessary to teach the child to live by common interests, to obey the demands of the majority, to show goodwill towards peers.
A role-playing game is a game that helps to bring up these qualities in children. The role-playing game is closely connected not only with individual functions (perception, memory, thinking, imagination), but also with the personality as a whole. The pedagogical value of the game lies in the fact that in the process of playing, in addition to the relationships dictated by the plot, or rules, another kind of relationship arises - no longer conditional, but real, real, regulating real relations between children.In the game it turns out: how the child relates to the successes or failures of partners in the game, whether he enters into conflicts with other participants in the game, whether he is ready to help friend, whether he is attentive to other participants in the game, how accurate he is in performing the role.
Role-playing activities are so captivating for children that they are sometimes perceived by them as real actions. The game helps the child to overcome his weakness, to control himself, creates conditions for the exercise in labor skills, in the skills of moral behavior.
In the course of the game, the child independently establishes relationships with the team, collectivist character traits are formed in him. Under the condition of a reasonable organization, the game is a school of life, a school of work and communication with people. Game communication of the educator with the children allows him to direct the course of the game, to manage the relationship between them. Each kindergarten teacher is faced with the task of creating a friendly organized team, teaching children to play.
Joint gaming activity contributes to the formation of organization and responsibility in children, the ability to control their actions and coordinate them with other children.
In the process of developing the plot of the game, the child acquires the skills of planning activities, develops the creative imagination needed in other activities. The ability to play is crucial for the formation of activity, initiative, determination and other qualities that are then necessary for successful schooling and future work.
It is no secret that the development of the child needs to be dealt with. And not only physical and intellectual, but also social.
There are various plots of role-playing games that educators can conduct with children in kindergarten, or that children can play on their own
Games can be purely impromptu or have a premeditated script. In the second case, the game is managed by the educator, who will distribute the roles, explain the rules, and show the ways the players interact with each other. However, psychologists say that this is far from the best option for the development of preschoolers.
The main goal of the role-playing game in kindergarten is the development of creative and
communication skills of the child, which should teach him to make decisions, make and justify his choices. When children in a role-playing game follow only the instructions of the educator, the game turns into a training session that does not contribute to the memorization of information, communication, or entertainment of the child, which means that they are of no benefit. Family, shop, hospital, pharmacy, hairdresser, transport, - the list of games for children is quite large. The role of the educator in conducting a role-playing game should be limited to pushing children to choose games that would be interesting to everyone, not to impose on them any scripts or rigid behavioral frameworks. It is important to ensure that children play by the rules.
Pedagogical support of role-playing games involves:
Organization of joint activities and co-creation of the educator and children in preparation for the game: accumulation of content for games, modeling of possible game situations,
Creative creation of the environment for the game;
Organization of joint games of the educator and children, in which new skills and new content are mastered;
Creation of conditions for independent initiative and creative play activities of children.
For conducting plot-role-playing games, an algorithm for conducting games has been developed.
Stages of pedagogical technology:
Enrichment of ideas about the sphere of reality that the child will display in the game - observations, stories, conversations about impressions. It is important to introduce the child to people, their activities, relationships (who does what and why). (talks about professions, looking at illustrations, getting to know works of art, introducing attributes, conducting excursions, etc.)
Production of attributes, scenery for games, selection of tools; a prerequisite for role-playing games is substitute objects (a box with such objects, children choose objects and use them in the game. Positive results in work can be achieved by acting in close contact with parents, enriching them with knowledge about the features of children's play activities, involving parents for making attributes for the game, costumes, etc. All this work contributes to the development of parents
interest in children's play activities.
Organization of a role-playing game ("game in preparation for the game"):
Determination of situations of interaction between people, thinking through and combining events, the course of their development in accordance with the theme of the game;
Creation of a subject-play environment based on the organization of productive and artistic activities of children, co-creation with a teacher, children's collecting;
Joint play activities of the educator and children.
Independent play activities of children. Organization of a plot-role-playing game with an imaginary partner for whom the child speaks. Such a game teaches the subordination of motives, the coordination of roles, mutual understanding.
Children actively interact in the game, unite in groups. Game interests are stable. If in the younger group the educator has the leading role and the educator directs the game, then in the middle group the educator must start the game and gradually put it into the hands of the children and control the game from the outside, join the game at the right time. In the senior and preparatory groups, children can be offered games of choice with the distribution of roles (to give children independence), but if the children have difficulty in the game, the teacher does not intrusively suggest continuing the game by slightly changing the plot.
Children play more confidently on their own. If they take the educator into the game with great pleasure, they even give way to the main roles, then with age they take on all the main roles. Our role is that of hidden leadership. This allows children to feel like adults, "masters" of the game. In children's games, leaders appear who "move" the plot. The rest agree with the leader and usually follow suit. Disagreements happen, but children learn to resolve them on their own or with the help of a teacher.
Thus, the development of children's play depends on the correct creation of a subject-spatial environment. Improving creative skills and abilities, developing creative imagination and thinking is considered an important achievement of the work of the educator
The subject-developing environment is an integral part of the developing environment of preschool childhood. The modern philosophical view understands it as a set of objects, which is a visually perceived form of the existence of culture, which captures the experience, knowledge, tastes, abilities and needs of many generations. Through such objects, the child learns himself, his individuality, finds his “second life” in cultural objects, in the image of the relationship of people with each other. Therefore, from a psychological point of view, the dynamics of its development, the formation of qualitatively new mental formations, depend on what kind of relationship the child is in with the environment, taking into account the changes taking place in him and in the environment. The attitude of the child to the environment determines his activity in it.In this regard, psychology understands the subject-developing and game environment as a field of social and cultural activity, a sphere for the transfer and consolidation of social experience, culture and subculture, and the development of creativity. Therefore, the subject-developing and play environment of the kindergarten involves the development of a wide range of children's interests and forms of activity. At the same time, the developing objective environment itself, as a system of material objects of the child’s activity, functionally modeling the content of his development, presupposes his development, presupposes the unity of social and objective means of ensuring the child’s diverse activities, must take into account his individual and age characteristics.
So, the subject-developing and playing environment in each age group of the kindergarten should have distinctive features, namely:
for children of the third year of life - this is a large enough space to meet the need for active movement;
the fourth year of life is a rich center of role-playing games with gun and role-playing attributes;
in the relations of children of middle preschool age, it is necessary to take into account their need to play with peers and the peculiarity of seclusion;
in the older group, it is extremely important to offer children games that develop perception, memory, attention, etc.
The subject-developing and play environment of the kindergarten group is necessary for children because it performs an informational function in relation to them - each object carries certain information about the world around it, becomes a means of transferring social experience. Products of creative activity that satisfy human needs reveal to children the world of people, the social nature of the results of their work. Reproductions, sketches, sculptures provide artistic perception, which subsequently becomes the basis of aesthetic judgments; subjects of theatrical and musical activity open the way to the world of stage, song, music. Intellectual development room (like a laboratory equipped with containers for researching water, dough - from sand, clay, flour), various items for conducting experiments without instruments (balloons, combs, brushes, buttons, etc.) toys for fitting shapes, stringings provide knowledge of the world, its structure based on natural and created materials, i.e. provides a "key" to the development of reality, the laws of its organization. Gaming computers, electronic, mechanical toys bring people closer to modern science and technology, broaden their technical horizons.
Another element of the environment is unusual fairy-tale characters “living” in a group; they encourage children in practical activities to realize an understanding of emotional categories, the emotional state of a person; crossword puzzles, labyrinths, puzzles, substitute items, developing didactic and board games introduce active cognitive activity.
The organization of a subject-developing environment is an indispensable element in the implementation of the pedagogical process, which is of a developing nature. In this regard, the most important tasks of the developing environment can be defined as follows:
the objective world should ensure the realization of the child's need for active and diverse activities;
the object-spatial environment should provide the “zone of proximal development” of the child, become an integral component of education, and contribute to the development of inclinations in children;
the environment should offer an opportunity for the realization of the individual interests and needs of children, their independent activities and the effective accumulation of personal experience;
the object-spatial environment should act as a condition for expanding the child's capabilities, developing his ability to creatively master new ways of activity;
the developing environment should contribute to the formation of mental, mental and personal qualities of preschoolers.
Based on these tasks, the features of the subject-play environment are determined by the general principles and requirements for its organization and content. So, in the concept of "Building a developing environment in preschool institutions", developed by L.M. Klarina, V.A. Petrovsky, L.A. Smyvina defines the basic principles for building a developing environment in preschool institutions:
position distances during interaction;
activity;
stability-dynamics;
aggregation and flexible zoning;
emotionality of the environment;
open-closed environment;
gender and age differences.
They can be supplemented by the following principles:
The principle of ensuring the right of the child to play. The freedom of the child to achieve his right to play is a fundamental principle that is implemented in the choice of the theme, the plot of the game, the necessary toys, the place and time for organizing various types of games.
The principle of the universality of the subject-game environment allows you to change the game environment, transform it in accordance with the plan, simulate the development of the game, making it rich, mobile and developing.
The principle of systematicity implies the scale and integrity of all elements of the gaming environment. The subject-play environment should not be oversaturated, and its replenishment depends on the priority of children's games in accordance with their age and on the developing nature of the game. More attention should be paid to experimentation games, plot-representative games, plot-role-playing and directing, i.e. independent, through which the development of the child occurs.
Based on this, the requirements for the organization of such an environment are as follows. 1. Carrying out the optimal selection of games, toys, gaming equipment in terms of quantity and quality in accordance with sanitary and hygienic, psychological, pedagogical and aesthetic requirements - such an environment presupposes the unity of social means to ensure the diverse activities of the child. In this regard, Novoselova C.A. highlights the main elements of the subject environment:
architectural - landscape and subject-ecological objects, art studios, playgrounds and sports grounds and their equipment;
large-sized constructors (modules);
thematic sets of toys, manuals;
audiovisual and information means of education and training.
Mandatory requirements for toys are the impossibility:
provoke the child to aggressive action;
Of particular pedagogical value are toys that have the following qualities: polyfunctionality (the possibility of wide use in accordance with the child's plan and the plots of the game, contributing to the development of creative abilities, imagination, the iconic symbolic function of thinking, and other qualities);
didactic properties (the possibility of teaching a child to design, familiarization with color and shape, the presence of programmed control mechanisms, for example, electrified toys);
a high artistic and aesthetic level or their belonging to products of artistic crafts, ensuring the familiarization of the child with the world of art and folk art.
2. Ensuring accessibility to all content of the subject-play environment:
the location of toys, attributes at a level not higher than the outstretched hand of the child. 3. Ensuring timely changes in the subject-play environment, taking into account the enriching life and play experience of children, fulfilling the requirement for the timely introduction of new attributes, toys, play equipment in accordance with the new content of games and the increasing level of children's play skills, providing pupils with the opportunity to independently change the play environment in in accordance with their mood, game plans, interests with the help of multifunctional, easily transformable elements, modules, sports complexes, screens.
4. Organization of non-overlapping spheres of independent children's activity within the subject-play environment: intellectual, theatrical-playing, creative-plot-role-playing, building-constructive games, games with physical activity, which allows children to simultaneously organize different types of games in accordance with their interests and plans, without interfering with each other; at the same time, the object-spatial environment should be organized so that children can participate in all the variety of games: plot-role-playing, construction-constructive, directing, theatrical, folk, round dance.
5. Creation of conditions for individual, subgroup and collective games of children, so that each of them can find a convenient and comfortable place for themselves, depending on their emotional state.
6. Taking into account the gender differences of children in the organization of the subject-play environment, i.e. its content should reflect the interests of girls and boys equally. To do this, the equipment is placed according to the principle of non-rigid centering, which allows children to unite in subgroups according to their common interests.
Subject-developing environment
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The implementation of the "Development" program requires a kind of organization in the preschool educational institution subject-developingenvironment.
Under the developing environment, educatorsour children'sgarden understandnatural comfortable, cozy environment, rationally organized, saturated with a variety of sensory stimuli and game materials. In such an environment, it is possible to simultaneously include all children in the group in active cognitive and creative activity. The defining moment in the creation of a developing environment is the pedagogical idea, the goal that guides the educational institution. This goal is achieved through the implementation of the educational program.
A specially organized environment has a positive impact on the development of a child's ability to self-learn. Such an environment contributes to the establishment, assertion of a sense of self-confidence, and it is this that determines the characteristics of personal development at the stage of preschool childhood.The developing environment gives the preschooler the opportunity to test and use his abilities, allows him to show independence, assert himself as an active figure.
When creating a developing group environment, teacherstake into account the characteristics of children attending this group, their level of development, interests, inclinations, abilities, gender composition, personality traits, etc.
The developing environment in a preschool institution is created taking into account the age capabilities of children, emerging sexual inclinations, and is designed in such a way that a child can find an exciting job for himself during the day in kindergarten, feel comfortable.
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In groups early age allocated big open a space where children are given the opportunity to play with large toys, motor toys, are widely represented sensory development games and materials, speech development games.
In second junior group And middle the corners of role-playing games are deployed, the sensory section is expanded.
In groups middle, senior and preparatory To school age created corners of "solitude" and psychological recreation; and most visited children place - source of information and inexhaustible interest - the center of experimentation, developing observation and mental activity of the child; construction center Very love boys.
In groups spatial location games subordinate development speeches and major mental processes.
IN each age group special attention given "corner motor activity, where children may free to play With pins, balls, hoops and skipping ropes look like barefoot By ribbed tracks.
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In each age group There is corner nature with different types plants, entertaining ecological games. corner nature contains calendar nature, materials experimental activities, aquariums with fish, didactic games, pictures And illustrations O nature, as well as crafts from natural material.
The material available in the kindergarten and its proper organization thus contribute to the formation of a careful and respectful attitude towards nature in children, the development of environmental education and environmental awareness.
For the development of children's creativity - art activity centers with the availability of materials and means of visual activity.
In the center of theatrical activity, a child can find images of characters for finger, table, puppet theater, pick up attributes for the game - dramatization and director's games, where there is always the opportunity to develop their imagination, speech, its intonation, expressiveness.
Every child wants to have their own secrets, personal, not told to anyone. To do this, the groups have "chests of secrets" - here children lay out their most secret secrets, stored in chests and caskets.
Photos, family albums, illustrations, games, exercises for determining emotions, feelings and states of a person and nature are stored in the corners of social development.
Thus, conditions have been created in the kindergarten that correspond to the formation of psychological neoplasms that manifest themselves in children at different periods of preschool childhood.
The content of the subject-developing environment corresponds to the interests of boys and girls, periodically changes, varies, is constantly enriched with a focus on maintaining the interest of children, on the “zone of proximal development”, on informativeness and individual abilities and abilities of children.
TOPIC: "Organization of a subject-play environment in a preschool institution"
Content.
1. Introduction.
2. Psychological and pedagogical justifications for the need to create a subject-developing environment in a preschool educational institution.
3. Pedagogical principles and approaches to the organization of the subject-game environment in the preschool educational institution.
4. The organization of the subject-game environment and its influence on the development of the game skills of children of senior preschool age.
5. Conclusion.
6. List of used literature.
1. Introduction.
Particular importance in the preschool educational institution is given to the subject-game environment, since the main activity of the child is the game, and its influence on the versatile development of the individual can hardly be overestimated. A wide variety of children's games in a preschool institution should be ensured by the creation of a subject-game environment. However, the subject-play environment of preschool educational institutions practically does not change over time: new toys and games have appeared, but the environment, the approach to organizing the environment remains the same.
At the present stage in the pedagogical process, the game is given insufficient attention, since the task of intellectual development is a priority. The effectiveness of the influence of the subject-game environment on the personality of a child in a preschool educational institution largely depends on the ability of teachers to organize it expediently.
A special requirement is placed on the subject-play environment (what it displays), since the environment is the main means of developing the child's personality and the source of his knowledge and social experience. The nature of the game, the actions that the child performs, his feelings, experiences largely depend on this. To promote the development of a preschooler can be a subject-play environment filled with good sense, encouraging the child to positive actions. And it can also display instruments of violence, cruelty, weapons that stimulate aggression, destructive behavior, traumatizing the psyche of a preschooler. It can even form in children distorted ideas about the world around them, about morality, undermining the humane principle of the emerging personality. This problem was developed by a number of well-known psychologists and teachers (E.V. Zvorykina, S.L. Novoselova, V.A. Petrovsky, L.T. Strelkova, etc.). All of the above proves the relevance of the topic of this work.
Target:
To study the theoretical foundations of building a subject-play environment in a preschool institution.
Tasks:
1.Characterize the concept of a subject-play environment.
2. Determine the conditions for building a subject-play environment.
2. Psychological and pedagogical justification for the need to create a subject-developing environment.
Educational (developing) environment, according to the definition of V.A. Yasvin, is a system of influences and conditions for the formation of a personality, as well as opportunities for its development, contained in the social and spatial-subject environment.
The subject-developing environment is an integral part of the developing environment of preschool childhood. The modern philosophical view of the subject-developing environment involves understanding it as a set of objects, which is a visually perceived form of the existence of culture. The subject captures the experience, knowledge, tastes, abilities and needs of many generations. Through the object, a person cognizes himself, his individuality.
Psychologists associate the mechanism of the influence of the environment on a person with the concept of "social situation of development", that is, a peculiar, age-appropriate relationship between the child and the world around him. The child finds his second life in cultural objects, in the image of people's relationships with each other (A.S. Vygotsky, D.B. Elkonin, V.V. Davydov). The dynamics of its development, the formation of qualitatively new mental formations, depends on the relationship with the environment the child is in, taking into account the changes taking place in him and in the environment. The attitude of the child to the environment determines his activity in it. In this regard, psychology understands the environment as a condition, process and result of the creative introspection of the individual (A.N. Leontiev).
The educational potential of the environment is multifaceted: these are the conditions for the life of the child (V.S. Bibler), the formation of attitudes towards basic values, the assimilation of social experience, the development of vital qualities (L.P. Bueva, N.V. Guseva); it is also a way of transforming external relations into the internal structure of the personality (A.V. Mudrik), satisfying the needs of the subject, in particular the need for activity.
Thus, the environment is a field of social and cultural activity, a way of life, a sphere for the transfer and consolidation of social experience, culture and subculture, and the development of creativity.
The formation of the "image of the environment" is an important task of pedagogy, as it contributes, in turn, to the formation of each person's idea of the purpose of life.
The interaction of the subject with the environment, emphasizes D.B. Elkonin, is the process of creating or transforming the environment and its development. The environment is created only as a result of activity, and its development by the subject is carried out through ethical, cognitive, evaluative and other types of relationships and interactions.
The educational system of the kindergarten includes the development of a wide range of children's interests and forms of activity. These are elementary forms of domestic labor and self-service, and constructive activities with the inclusion of the simplest labor skills, and various forms of productive activity, and classes to familiarize the child with the phenomena of nature and society surrounding the child, and various forms of aesthetic activity, and elementary forms of educational activity for mastering reading. , writing, the beginnings of mathematics and, finally, role-playing.
At preschool age, the behavior of the child, points out A.N. Leontiev, is mediated by the mode of action of an adult. Adults, their relationship to objects and to each other, mediate the child's attitude to objects and other people. The child not only sees the attitude of adults to objects and to each other, but also wants to act like them. This new relationship between a child and an adult, in which the image of an adult guides the actions and deeds of the child, serves as the basis for all new formations of the personality of a preschool child. Thus, the formation of voluntary actions and deeds is the process of the emergence of a new type of behavior, which can be called personal, that is, mediated by orienting patterns, the content of which is the relationship of adults to objects and to each other. Thus, at preschool age, patterns of adult behavior are intensively assimilated and the mechanisms of personal behavior are formed.
The developing object environment as a system of material objects of the child's activity, which functionally models the content of his spiritual and physical development, presupposes the unity of social and objective means of ensuring the child's various activities. This is an effective means of enriched development of specific children's activities (primarily games) in the preschool, which has enduring value, the period of a child's life (A.V. Zaporozhets, S.N. Novoselova).
The objective world, realized by the child, expands more and more for him. This world includes objects that make up the immediate environment of the child, objects with which the child himself can and does act, as well as other objects surrounding him.
For a child at this stage of his mental development, abstract theoretical activity, abstract contemplative cognition does not yet exist, and therefore awareness appears in him, first of all, in the form of action. A child mastering the world around him is a child striving to act in this world. Therefore, in the course of developing his knowledge of the objective world, the child seeks to enter into an effective relationship not only to things directly accessible to him, but also to the wider world, that is, he strives to act like an adult (L.S. Vygotsky, A.N. Leontiev).
D.B. Elkonin believed that the process of mastering objective actions, that is, actions with things that have a certain social, strictly fixed meaning, occurs in a child only in joint activities with adults. Only gradually do adults pass on to the child the entire process of carrying out the action, and it begins to be performed independently.
Any objective action performed by a child, especially in the course of its formation, is not only aimed at obtaining a certain material result, but, no less important, is mediated by those relations of an adult to a child that may arise during or at the end of the action.
In the course of performing objective actions, the child first of all assimilates the general scheme of action with the object, connected with its general purpose, and only then does the individual operations fit into the physical form of the object and the conditions for performing actions with it.
A.P. Usova believes that the child's activity in the game develops in the direction of depicting various actions ("floats", "erases", "cooks", etc.). The action itself is shown. The activity of children takes on a building character - building-constructive games arise (there are no roles in them). Finally, role-playing games stand out, where the child creates one or another image. These games go along two noticeable channels: directorial games, when the child controls the toy (acts through it), and games where the role is played personally by the child himself (“mother”, “salesman”, etc.).
Usova also notes that the process of mastering objective actions is a gradual change in the role of material (and toys) in games. For three- and four-year-old children, the material largely directs the theme of the game. Later, the children attribute the properties they want to the material. Older preschoolers are more willing to play with toys.
The object-spatial environment in each age group of the kindergarten should have distinctive features, namely: for children of the third year of life - this is a large enough space to meet the need for active movement; in the group of the fourth year of life - this is a rich center of role-playing games with gun and role-playing attributes; in relation to children of middle preschool age, it is necessary to take into account their need to play with peers and the peculiarity of seclusion; in the older group, it is extremely important to offer children games that develop perception, memory, attention, etc. As children grow up (develop), the subject-spatial environment is first determined by the educator himself, taking into account the interests of young children, from the middle group it is organized by the educator together with the children, the older children themselves create and change it from the point of view of their children's interests. At the same time, the object-spatial environment should be oriented towards the “zone of proximal development” of the child and contain both objects and materials known to children and those that he masters with the help of an adult, and, finally, elements of the environment that are completely unfamiliar to him. As the “zone of proximal development” of the child is exhausted, the object-spatial environment is updated accordingly (G.Yu. Maksimova).
E.A. Lazar defines the following types of interaction with the environment that affect the nature of self-determination of the individual. The inadequate type is characterized by a discrepancy between the requirements of the environment and the level of development of the individual and includes such types of interaction when the individual opposes the "impoverished" environment, trying to change it; when the scale of the environment exceeds the level of the personality itself, which is forced to obey the environment; when the environment acts as a compensation for life. An adequate type of interaction between the environment and the individual is characterized between the way of life and the environment, the satisfaction of the individual in his environment.
The object-spatial environment is a condition for considering the possibilities of the child in the direction of universality as a key guideline for human development, set by the very course of the cultural-historical process. One of the tasks of development pedagogy is to develop in the child the ability to creatively master and, most importantly, rebuild new ways of activity in any historically defined spheres of human culture.
The object-spatial environment is one of the conditions for the unfolding of the child's mental development initially as a process of self-development.
Therefore, it is necessary to organize the environment in such a way that the child from the very beginning has the necessary "degrees of freedom" not only in the manifestation of the spiritual and practical possibilities that have already developed in him, but also in the development of new opportunities and horizons of development (N.N. Poddyakov, V. Kudryavtsev).
It should be noted that researchers have different approaches to the issue of the content of the developing environment. Some argue that the elements of the developing environment are the world of nature and people, the subject-spatial environment (N.A. Vetlugina, L.M. Klarina); others - that the components of the environment are not only toys, educational materials, sports equipment, but also everything that forms the content of the child's activity (V. Kudryavtsev).
The authors of the "Origins" program characterize the environment from the standpoint of the basic components necessary for the full-fledged physical, aesthetic, cognitive and social development of children. These include natural objects, cultural landscapes, sports and gaming and recreational facilities, a subject-play environment, a children's library, a game library and a video library, a design studio and a museum, a musical and theatrical environment, a subject-developing environment for classes, a computer game complex and others
Studying the organization of the developing environment and its influence on the development of the mental, mental and personal qualities of preschoolers, it is necessary to accurately determine the functions of the developing environment.
The object-spatial environment is necessary for children, first of all, because it performs an information function in relation to them - each object carries certain information about the world around it, becomes a means of transferring social experience. So, game computers, electronic mechanical toys bring closer to modern science and technology, expand technical horizons; reproductions, prints, studies, sculpture provide artistic perception, which subsequently becomes the basis of aesthetic judgments; subjects of theatrical and musical activities open the way to the world of stage, song, music; an intellectual development room (like a laboratory equipped with containers for testing water, sand, clay, flour), a variety of items for conducting experiments without instruments (balloons, combs, brushes, buttons, etc.), toys for fitting shapes, stringings provide knowledge of the world, its structure based on natural and created materials, i.e. represent the "key" to the development of reality, the laws of its organization. Finally, products of creative activity that satisfy human needs reveal to children the world of people, the social nature of the results of their labor. Objects are a bright source of knowledge of an adult, his personal and business qualities.
Equally important is the stimulating function of the environment. The environment develops the child only if it is of interest to him, moves him to action, research. A static, “frozen” environment cannot activate a child, make him want to act in it. Consequently, such an environment not only does not develop, but negatively affects the child. The development environment must be mobile and dynamic. In its organization, the teacher must take into account the "zone of proximal development", the age and individual characteristics of the child, his needs, aspirations and abilities.
In addition, the object-spatial environment, influencing the emotions of children, encourages them to activity. So, sports equipment, inventory is attached to physical, health-improving activities, during which the child develops a position in relation to his health, body hygiene, motor skills and abilities; various tools (already from the first junior group) - crayons, paints, brushes, sanguines, pastels, pencils, felt-tip pens, clay, a drawing "wall of creativity", including a slate board, plexiglass, drawing paper, fabric - allow you to reflect your own artistic perception in productive activities , vision of the world, its understanding.
For a properly organized developmental environment, it is necessary to have knowledge of the principles on the basis of which its organization is carried out. V.A. Petrovsky, L.M. Klarina, L.A. Smyvina, L.P. Strelnikova in their work "Building a developing environment in a preschool institution" offer the concept of building a developing environment in a preschool educational institution. The authors of the concept convincingly prove that the environment surrounding the child is of priority importance for its development. And, above all, it should ensure the safety of children's lives, help improve health and harden the body, and an invariable condition for building a developing environment is reliance on a personality-oriented model of interactions between people.
A powerful enriching factor in child development, says S.L. Novoselov, is the sociocultural environment and its objective environments. In the concept of developing subject environment S.L. Novoselova defines the developing subject environment as a system of material objects of the child's activity, which functionally models the content of the development of his spiritual and physical appearance. An enriching environment presupposes the unity of social and natural means of ensuring the diverse activities of the child.
The concept defines the requirements for the developing subject environment of the preschool educational institution:
1. the system of the subject environment should take into account the age-related interests of the development of children's activities (create conditions for the full development of the leading types of activity, but at the same time take into account the developmental features of its other types);
2. compliance of the subject environment with the child's capabilities, i.e. creation through the subject environment of the zone of proximal mental development (L.S. Vygotsky);
3. compliance of the environment with the structure of the child's cognitive sphere, i.e. contain both conservative components and problematic ones to be investigated (N.N. Poddyakov);
4. The subject environment in which the child operates must be inexhaustible for him, informative, satisfy the child's needs for novelty, transformation and self-affirmation.
Thus, the psychological and pedagogical foundations of developmental education and the foundations of the organization of the developing environment, in relation to the preschool level, are covered in the works of domestic scientists of the 20th century: N.A. Vetlugina, L.A. Wenger, L.S. Vygotsky, A.V. Zaporozhets, A.N. Leontiev, S.L. Novoselova, V.A. Petrovsky, N.N. Poddyakova, S.L. Rubinstein, L.P. Strelkova, D.B. Elkonina and others.
The data of psychological and pedagogical research allow us to conclude that the organization of the subject-developing environment is an indispensable element in the implementation of the pedagogical process, which is of a developmental nature. Since, from the point of view of psychology, the environment is a condition, process and result of self-development of the individual; and from the point of view of pedagogy, the environment is a condition for the life of a child, the formation of an attitude to basic values, the assimilation of social experience, the development of vital personal qualities, a way of transforming external relations into the internal structure of a personality, satisfying the needs of the subject.
The subject-developing environment should serve the interests and needs of the child, enrich the development of specific activities, provide the “zone of proximal development” of the child, encourage them to make a conscious choice, put forward and implement their own initiatives, make independent decisions, develop creative abilities, and also form the personal qualities of preschoolers and their life experience.
3. Pedagogical principles and approaches to the organization of the subject-game environment of the preschool educational institution.
The game is the main activity of a preschool child. It is the need of a growing organism.
A child is always playing, he is a playing being, but his play has great meaning. It exactly matches his age and interests and includes such elements that lead to the development of the necessary skills and abilities. The game is the source of development; it creates the zone of proximal development, i.e. determines the development of the child, L.S. Vygotsky.
Play at preschool age affects the development of all aspects of the child's personality.
D.B. Elkonin identifies four main lines of influence of the game on the mental development of the child: the development of the motivational-need sphere; overcoming the cognitive "egocentrism" of the child; formation of an ideal plan; development of arbitrariness of actions. In this regard, the object-play environment should become the subject of special attention in the preschool educational institution, which provides conditions for the activity and the zone of proximal development of each child, taking into account individual abilities.
The subject-game environment is a part of the developing subject environment. In the preschool educational institution, conditions are created for gaming activities on the site, in a group room, in a computer game complex or other functional premises intended for children's games (a theater studio, a creative workshop, a room for developing games). The organization of space should provide an opportunity for multi-variant games. The playing space should have freely defined elements - unique spatial variables within the playing area, which would give scope for inventions and discoveries.
Developed by V.A. Petrovsky and his colleagues, the principles of building a developing environment can be fully attributed to the organization of a subject-game environment, but at the same time supplement them and dwell on some in more detail.
Considered this issue, S.L. Novoselova noted that the subject-play environment in modern preschool institutions should ensure the child's right to play. Recently, in the preschool educational institution, the tendency to increase the time for learning, and the time for the game is reduced, has become a regularity. The freedom of the child to achieve his right to play is a fundamental principle, which is realized in the choice of the theme, the plot of the game, the necessary toys, the place and time for organizing various types of games.
The principle of the universality of the subject-game environment allows you to change the game environment, transform it in accordance with the plan, simulate the development of the game, making it rich, mobile and developing.
The principle of systematicity implies the scale and integrity of all elements of the gaming environment. The subject-play environment should not be oversaturated, and its replenishment depends on the priority of children's games in accordance with age and on the developing nature of the game. More attention should be paid to experimentation games, story-based games, role-playing and directing games, i.e. Independent games, thanks to which the development of the child occurs.
Recently, in many preschool educational institutions, game libraries, theater studios, creative workshops, etc., where game material is collected by type, have become components of the subject-play environment. It is quite diverse, aesthetic, available in the required quantity. And these functional rooms, of course, delight children, but at the same time, the subject-play environment in the group room is depleted and cannot serve the developmental goals of a preschool child. Children visit specially allocated premises according to the schedule, which limits their freedom of choice in the implementation of their game ideas. When creating a gaming environment in a preschool educational institution, the equivalence of equipping functional and group rooms should be maintained, and the need for it should be met as much as possible.
In the current program materials, much attention is paid to the organization of the subject-developing environment. In the "Origins" program, the developing subject environment is defined as "a system of conditions that ensures the full development of children's activities and their personality"; the authors of the program "Childhood" present the developing subject environment as a "developing material environment", the organization of which consists in the selection of didactic materials, games, manuals, children's literature, etc.; in the “Rainbow” program, the “subject-developing environment” is considered as “serious support for the word of the teacher in the form of various visual aids for the formation of correct, undistorted ideas about the world in the child”, etc. The analysis of the program and methodological materials on preschool education made it possible to establish that although they to some extent consider the developing subject environment, however, insufficient attention is paid to the issue of its organization.
Games and toys in the developing environment of preschool educational institutions occupy a leading place, so it is very important to know what criteria these materials are used for.
The toy market is currently throwing a lot of surprises at us: low-quality toys often have a negative impact on children's mental and physical health.
In order to develop the personality and protect the interests of children, the Ministry of Education of the Russian Federation developed the necessary documents for the psychological and pedagogical examination of games and toys.A mandatory requirement for toys is the impossibility:
provoke the child to aggressive action;
cause a manifestation of cruelty towards the characters of the game (people, animals), whose roles are played by playing partners (peer, adult) and who are plot toys;
provoke game plots related to immorality and violence;
arouse interest in sexual issues that go beyond childhood.
Of particular pedagogical value are toys that have the following qualities:
polyfunctionality (the possibility of wide use in accordance with the child's plan and the plots of the game, contributing to the development of creative abilities, imagination, the iconic symbolic function of thinking and other qualities);
didactic properties (the ability to teach a child to design, get acquainted with color and shape, the presence of programmed control mechanisms, for example, in electrified toys);
the possibility of using a group of children (the suitability of a toy for use by several children, including with the participation of an adult as a playing partner, for example, for collective buildings);
a high artistic and aesthetic level or belonging to products of artistic crafts, ensuring the familiarization of the child with the world of art and folk art.
Many theorists believe that the game for the child is his work. By supporting the play of children, the educator helps the natural development of their skills and abilities. Children learn a lot from each other. The game also provides them with the opportunity to solve problems, make decisions, learn to express their thoughts and feelings, learn about existing differences, gain independence and learn from peers.
And in this regard, it should be remembered that in each age group conditions must be created for all types of games that are appropriately placed in the group room and create an opportunity for children to play without interfering with each other. When planning and creating play spaces, the educator comes up with a combination of them. For example, a place for construction should be spacious enough so that several people can work there at the same time, all together or each independently create their own structures. The floor must be covered with a carpet, which will create convenience and reduce noise. Everything you need for role-playing games is located close to the building material, because. the creation of buildings provides the material side of these games.
Thus, the subject-game environment is a part of the developing subject environment.
Games and toys in the developing environment of preschool educational institutions occupy a leading place, so it is very important to know what criteria these materials are selected for (multifunctionality, the possibility of using in joint activities, didactic value, aesthetic value).
The game is a form of active, creative reflection by the child of the surrounding life of people, so it does not come down to a simple copying of reality.
In psychology and pedagogy, ideas of the widespread use of play in the process of raising children dominate, which is associated with its decisive significance for the formation of the most essential mental formations.
4. Organization of the subject-play environment and its influence on the development of play skills in children of senior preschool age.
Features of the subject-play environment are determined by the general principles and requirements for its organization and content.
When designing a subject-play environment in older groups, we first of all need to focus on the goals of development and education of children, proceed from the essence of the requirements of modern pedagogy, the active role of the child and adult in this process.
Organize the subject-game environment in the senior group in such a way that each child has the opportunity to do what they love. The equipment should be placed according to the principle of non-rigid centering, which will allow children to unite in subgroups based on common interests.
When organizing a subject-play environment, take into account the manifestation of children's interests in problems that go beyond personal experience. For many role-playing games, bring equipment and toys that enhance the children's personal experience. Organize the subject-game environment so that children can participate in all the variety of games; plot-role-playing, building-constructive, directing, theatrical, folk, round dance, etc. Creating a game environment, you need to wake up cognitive activity, independence, responsibility and initiative.
Role-playing games are reflective in nature, in which the child creatively recreates the aspects of reality that interested him, relationships between people, and events. In this regard, for children of the older group, it is possible to develop an approximate theme of role-playing games, for example: household (“Family”, “Family Holiday”, “Visiting Grandmother”, “New Year's Holiday”, “Trip to the Country”, etc.) , industrial, reflecting the professional activities of adults ("Real Estate Sales Agency", "Supermarket", "GIBDD", "Newspaper Editorial Office", "Design Studio", "Car Dealership", etc.), public ("Competition", " School”, “Theater”, “Circus”), travel games (“Along the native land”, “To warm countries”, “According to fairy tales”, “Journey to the winter forest”, “Journey to the north”, etc.), fairy tale games.
For each theme of the game, determine the goals and content. For example, the goal of the game "Builder" is to display knowledge about the surrounding life in the game, use attributes in accordance with the plot, constructors, building materials, fairly resolve disputes, act in accordance with the game plan. And the content of this game will be: the choice of a construction object, building material, methods of its delivery to the construction site, construction, design, construction and commissioning of the object. The subject-play environment was planned and the prospect of its development was designed.
Pay more attention to the organization of the subject-play environment for new and modern game themes, namely “Television”, “Researcher”, “Editorial office of a magazine (newspaper)”, “Beeline Corporation”, “Dry Cleaner”, “Design Studio”, “Bank ". You can plan to replenish and update the subject-play environment for most of the planned games.
Attributes for role-playing games of older preschoolers in connection with their peculiarities of perception of the surrounding reality should be more detailed. For example, for the game "Ecologists" you can offer children plans, maps, terrain diagrams, environmental signs, the "Red Book", the "Laboratory" set, passports for various animals and plants, etc., and for the "Design Studio" - albums for interior design, samples of fabrics, wallpapers, paints, decorative ornaments, albums on floristry, a flannelograph with a set of pictures of furniture and decorative ornaments, etc.
Most of the equipment for role-playing games is completed in boxes, make inscriptions with the name of the game and pictures indicating its theme. Thus, children will be able to choose the game according to their interests. Games deployed by children remain for a certain period of time, as long as interest in them remains. Difficulties, and sometimes conflict situations, can be used to teach children to resolve them first with the help of an adult, and then on their own.
The mobility of the object-game environment being created will allow children to transform it in accordance with their own ideas and the development of the plot. At the same time, great attention should be paid to the functional reliability and safety of the environment. Modern equipment and playing material must meet aesthetic requirements.
At the same time, during the implementation of the approximate plan, after the end of each game process, together with the children in a relaxed atmosphere, analyze the nature of their game interaction: identify their pluses and minuses, discuss the problem situations that have arisen in children in the game, and jointly make their right decisions.
After the manifestation of independence of children in games: knowledge of the rules; the ability to organize the environment for the game; ability to distribute roles and perform them; the ability to obey established rules; ability to resolve conflict situations; the ability to coordinate their actions with each other.
Children will take an active part in play activities, the plots of which develop independently on the basis of observations of the surrounding life, as well as the knowledge gained in the classroom, when reading literary works, watching filmstrips, and making full use of the subject-game environment.
5. Conclusion.
Thus, the subject-play environment, subject to the following psychological and pedagogical conditions, stimulates children to develop a high level of gaming skills in gaming activities:
purposeful organization of the subject-game environment in accordance with the principles of: activity; stability - dynamism; aggregation and flexible zoning; emotionality; closeness - openness of accounting for gender and age differences; modernity and science intensity; variability and enrichment,functional comfort; reliability and safety;
ensuring a safe subject-play environment for the life and health of the child;
implementation of a personality-oriented model of interaction between an adult and a child;
ensuring the timely transformation of the subject-play environment, taking into account changes in the life and play experience of children, as well as new content and an increasingly complex level of play skills;
organization of non-overlapping spheres of independent children's activity within the gaming environment: intellectual, theatrical-playing, creative-plot-role-playing, building-constructive games, games with physical activity, which allows children to simultaneously organize different types of games in accordance with their interests and ideas, without interfering each other;
creating conditions for individual, subgroup and collective games of children, so that each of them, depending on their interests and desires, as well as their emotional state, can find a convenient and comfortable place for themselves;
ensuring the quality and optimal quantity of games, toys, gaming equipment;
providing children with the opportunity to independently change the playing environment in accordance with their mood, playing ideas, interests through multifunctional, easily transformable elements, modules, sports complexes, screens, etc.;
ensuring accessibility to the entire content of the subject-play environment: the location of toys, attributes at a level not higher than the outstretched hand of the child;
the leading role of the teacher, who creates the subject-game environment, organizes its guiding influence, supports the cognitive activity of children aimed at mastering and transforming the subject-play environment.
In addition, the organization of the subject-game environment must meet the following requirements:
take into account the patterns of development of gaming activity,
correspond to the pedagogical tasks of educating children of different ages;
be developmental,
meet the needs and level of development of the child's cognitive sphere, i.e. be inexhaustible, informative, meet the needs for novelty and transformation.
6. List of used literature.
1. Yeponchintseva N.D. Organization of the developing environment in the preschool educational institution / author's abstract. dis. cond. ped. Sciences. Belgorod: BGU, 2001. 23 p.
2. Zaitsev S.V. School of Preschool Environment Assessment / developed in accordance with the Community Program. M., 2000. 12 p.
3. Kozlova S.A., Kulikova T.A. Preschool pedagogy: textbook. 6th ed., rev. M.: Academy, 2006. 416 p.
4. Komenik N.P. Self-education of older children in a creative role-playing game / author's abstract. dis. for the competition scientist step. cond. psychol. Sciences. M.: MPGU, 2000. 18 p.
5. Maksimova G.Yu., Rusova L.G. Object-spatial game in the context of domestic pedagogy of development (in the preschool project of the program "Community"). Actual problems of pedagogy: Sat. scientific works. Issue. 4. Vladimir: VGPU, 2000. S. 35-40.
6. Novoselova S.L. Developing subject environment: guidelines. Moscow: Center for innovations in pedagogy. 1995. 64 p.
7. Novoselova S.L. Developing subject-play environment of childhood. The world of Quadro. // Preschool education. 1998. No. 4.
8. Polyakova M.N. Building a developing environment in groups for older preschool children. // Preschool Pedagogy. 2004. No. 1. pp. 6-10.
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