Organization of a subject-based play environment in kindergarten. Organization of a subject-play environment by a teacher as a condition for the development of a child’s personality Problem of organizing a subject-play environment
The subject environment is a system of material objects of a child’s activity, functionally modeling the content of the development of his spiritual and physical appearance.
The object-game environment is considered as a factor stimulating the child’s play activity.
The strategy and tactics of building a gaming environment are determined by the features of the personality-oriented model of education. Its main features are:
When communicating with children, an adult adheres to the position: “Not next to, not above, but together!”
Its goal is to promote the development of the child as an individual.
This involves solving the following problems:
Ensure a sense of psychological security - the child’s trust in the world
The joys of existence (mental health)
Formation of the beginnings of personality (the basis of personal culture)
The development of a child’s individuality is not “programming”, but the promotion of personality development).
Knowledge, abilities, skills are considered not as a goal, but as a means of full development of the individual.
Methods of communication - understanding, recognition, acceptance of the child’s personality, based on the emerging ability in adults to take the child’s position, take into account his point of view, and not ignore his feelings and emotions.
Communication tactics are 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 object-game environment is created taking into account the age of children and has its own specifics.
Features of organizing an object-based play environment for children of early and early preschool age
Subject activity is leading and has every opportunity to achieve psychophysical and psychoemotional well-being. It is here that the child first discovers the functions of objects. An adult helps him understand 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 the adult plays the role of a mentor.
Therefore, in our preschool institution, much attention is paid to the selection of play equipment, educational toys and educational aids.
A subject-based developmental environment for early childhood children involves the creation of favorable conditions designed to instill 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 period. The equipment must meet the child’s needs for joint actions with an adult, creating a unified 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.) are of practical value. , pyramids of various sizes.
In the 3rd year of life, plot toys are introduced to display actions (feeding, caring, bathing dolls). Sets for games in a hospital, store, hairdresser, which enriches the theme of the games.
Also, in a subject-development environment for young children, aids are needed for performing object-based actions (contribute to the formation of visual and effective thinking): sets for cleaning the house - a brush, a dustpan, a broom, a rag; sets for working in the garden - a rake, watering can, shovel, etc., thematic sets: “Whose children?”, “Ryaba the Hen”, etc. Toys for the development of movements are also needed: gurneys, cars from small to large sizes, balls of different sizes, ring throwers).
General pedagogical conditions for the use of objects and toys:
periodic updates of toys;
diversity of the subject-game world;
selection of objects for the child’s development (speech, sensory, mastery of methods of action);
pedagogical support in all ways of using objects;
A properly organized object-based play environment helps an adult ensure the harmonious development of the child, create an emotionally positive atmosphere in the group, organize and conduct games and activities, and thus accustom children to independent games with gradually 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 there are zones specially designed for this. Toy dishes are placed on the table; corners are set up for preparing food, bathing and putting toys to bed. Cars and building materials are placed in certain places, sets of toys for playing “hospital”, “hair salon”, “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 play areas. However, you should not strictly limit the playing space. 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 playing conditions and opens up space 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, and the 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 is prototypical - only conditionally reproducing the details of an object, for example, a doll with a painted face or a stove on which burners and an oven are drawn.
The third type of toys are substitute objects that have no resemblance to real things, but are convenient for use in a conventional sense. Sticks, cubes, balls, pyramid rings, construction parts, pebbles, buttons, shells, walnut shells, empty figured spools, etc. can be used as substitutes. It is better to store them in a box near the corner with story toys so that the child does not I spent a lot of time searching for them and did not get distracted from the game.
An indispensable attribute of story games are dolls. 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 groom, but difficult to hold, bathe and cradle. Baby dolls are easy to bathe and swaddle. It would be good if the dolls had different facial expressions. It is also desirable that the group contain dolls that bear the distinctive features of the peoples (have characteristic facial features, skin color, clothing). To play out various scenes, dolls representing a profession are needed: doctor, policeman, fireman, cook, clown, astronaut, racer, soldier dolls, etc.
In addition, children should have toy animals (cats, dogs, bears), birds (chicken, cockerel), etc., made from different materials, having different sizes and bright colors.
Features of organizing an object-based play environment for children of middle and senior preschool age
In organizing the life of children 4-5 years old, a significant part of the time is allocated for amateur games at the initiative and choice of the children. The teacher creates conditions for varied play activities, fills the play space with a variety of toys, substitute items, multifunctional materials for play creativity, educational board-printed and other games.
It is important to provide children with the opportunity to constantly transform the object-play environment; the presence of sufficient multifunctional game material optimizes preschoolers’ mastery of the position of the subject of the director’s game. During the course of the game, children can select and change toys and objects, design the environment for the game using a variety of auxiliary materials in accordance with the chosen theme and 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 materials (sand, clay, water, snow, ice) in games.
Playground 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 think through the organization of space and the placement of play equipment in the area for walking.
When organizing the environment, it is necessary to take into account the developmental characteristics of an older preschooler, develop manifestations of “selfhood,” and 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 the children;
- - giving the child the right to modify the environment, to create it again and again in accordance with taste and mood;
- - placement of materials should be functional, not “showcase”;
- - each item must perform an informative function about the world around us and stimulate the child’s activity;
- - providing the opportunity for free orientation of the child in space (symbols, arrows);
- - taking into account sexual differentiation.
The group room space should:
- - become multifunctional (materials can be used for gaming, productive, and research activities);
- - have movable, transformable boundaries (to accommodate everyone if necessary).
Tasks for independent work
Develop a project of a subject-developmental environment for a preschool educational institution group for the development of children's activities (age group and type of children's activity of the student's choice).
Describe the model of the subject-game environment of the age group where you are undergoing educational and industrial practice. Analyze the gaming environment (note the positive and negative aspects of its organization). Formulate specific recommendations for educators in updating the play environment for the full formation of the child’s personality and the development of the preschooler’s play activity.
Lyudmila Larina
Consultation “Object-spatial environment for organizing role-playing games in accordance with the Federal State Educational Standard”
Municipal budgetary educational institution "Kindergarten No. 4 "Martin" Kuvandyk urban district, Orenburg region
Consultation« Subject-spatial environment for organizing role-playing games in accordance with the Federal State Educational Standard for Education»
Prepared
Educator
Larina L. M.
G. Kuvandyk
Conditions organizing the subject-developmental environment of a preschool educational institution for conducting plot-based- role-playing games for older preschoolers in in accordance with the Federal State Educational Standard
At organizing a subject-development environment for conducting plot-based- role-playing games, one of the conditions is to ensure compliance environment of some functions.
Target certain environment preferences, needs or form interests. When forming: get rid of cluttering the space with little functionality and incompatible with each other objects; create three for the child subject spaces the objective world of adults(G. N. Lyubimova, S. L. Novoselova); proceed from ergonomic requirements for vital activity environment.
In order to subject-development environment performed the main functions at the design stage, the following principles should be adhered to (according to V. A. Petrovsky):
distances, positions during interaction – orientation towards organization space for an adult to communicate “eye to eye” with a child, to establish optimal contact with children;
activity, independence, creativity – the possibility of manifestation and formation of these qualities in children and adults through participation in the creation of their own subject environment;
stability - dynamism, providing creating conditions for changing and creating the environment environments according to tastes, moods that change depending on the age characteristics and capabilities of children, the period of study, the educational program;
integration and flexible zoning, which realizes the possibility of constructing non-overlapping spheres of activity and allowing children to simultaneously engage in different types of activities without interfering with each other;
emotiogenicity environment, individual comfort and emotional well-being of each child and adult, carried out with an optimal choice of incentives in terms of quantity and quality, aesthetic environmental organization, combinations of familiar and extraordinary elements (the group should not only be cozy and comfortable, but also beautiful); openness – closedness, i.e. readiness environment to change, adjustment, development (implemented in several aspects: openness to nature, culture, society and one’s own “I”); gender and age differences as opportunities for girls and boys to express their inclinations in compliance with the standards of masculinity and femininity accepted in society.
Building a developing environment taking into account the above principles, it provides students with a sense of psychological security, helps in the formation of personality, the development of abilities, and the mastery of various methods of activity. Created aesthetic Wednesday It evokes in children a feeling of joy, an emotionally positive attitude towards kindergarten, a desire to attend it, enriches them with new impressions and knowledge, encourages active creative activity, and promotes intellectual development.
Another condition is its continuous enrichment. Subject development environment groups vary depending on the age characteristics of the children, the period of study, and the educational program. If there are more boys in the group, it is necessary to equip it designers, cubes, cars, which will allow children to build houses, bridges, arches, garages not only on the table, but also on the floor. If there are more girls, you need it more often organize games in"family", "hospital", "shop", allocating most of the group for this. It is important to remember that the child is not in environment, but overcomes "outgrows" it is constantly changing, thereby changing in perception and its surroundings. Developmental Wednesday can be permanent, created for a long time term: decoration of offices, halls (musical, physical education, and more dynamic, for example, decoration of a hall, group, lobby for a specific holiday, leisure event, during the production of a fairy tale. Developmental is even more dynamic multi-activity environment. Microenvironment, including the design of a specific lesson, determined its content and is specific to each of them. It, of course, should be aesthetic, developing and versatile, encouraging children to meaningful spiritual communication.
Subject matter-developing educational space, organized in kindergarten, should promote enriched development, ensure emotional well-being, meet the interests and needs of children; in the educational process to help implement an integrated approach. The developmental space of the kindergarten must include the following: Components: space of intellectual, social, physical, environmental, aesthetic development. According to V.A. Petrovsky, enriched environment suggests unity of social and subject means providing a variety of activities for the child. Enrichment of the educational process with developmental subject environment is directly dependent on the content of education, age and level of development of children and their activities. All components subject-development environment must be related to each other in content, scale, and artistic design. Subject matter- the spatial world must include a variety of objects of social reality. Subject development environment necessary for children primarily because it performs an informative function in relation to them - each the item carries certain information about the surrounding world becomes means transfer of social experience.
Thus, creating subject-development environment, necessary remember: -she must fulfill organizational, educational, developmental, nurturing, stimulating, communicative functions, - subject-development environment groups should vary depending on the age characteristics of the children, the period of study, and the educational program.
Developmental subject-spatial environment should provide the opportunity for children to communicate and collaborate (including children of different ages) and adults, physical activity of children, as well as opportunities for privacy.
Developmental the subject-spatial environment should be:
2. transformable,
3. multifunctional,
4. variable,
5. affordable
6. safe.
1. Saturation environment must correspond age capabilities of children and the content of the Program.
Organization educational space and variety of materials, equipment and supplies (in the building and on the site) must provide:
Gaming, educational, research and creative activities
all pupils, experimenting with materials available to children (including sand and water);
Motor activity, including the development of gross and fine motor skills, participation in outdoor games and competitions;
Children's emotional well-being in interaction with substantively-spatial environment;
Opportunity for children to express themselves.
2. Transformability of space assumes possibility of change subject-spatial environment depending on the educational situation, including the changing interests and capabilities of children.
3. Multifunctionality of materials assumes:
Possibility of varied use of different
components subject environment, for example, children's furniture, mats,
soft modules, screens, etc.;
Availability in Organizations or Group of multifunctional (not having a strictly fixed method of use) items, including natural materials suitable for use in various types of children's activities (including as items-substitutes in children's play).
4. Variability environment implies:
Availability in Organizations or a group of different spaces (for play, design, privacy, etc., as well as a variety of materials, games, toys and equipment that ensure children's free choice;
Periodic change of game material, the emergence of new items, stimulating the play, motor, cognitive and research activity of children.
5. Availability environment implies:
Accessibility for pupils, including children with disabilities and children with disabilities, of all premises where educational activities are carried out;
Free access for children, including children with disabilities, to games, toys, materials, and aids that provide all basic types of children’s activities;
Serviceability and safety of materials and equipment.
6. Security subject-spatial environment requires compliance all its elements to the requirements to ensure the reliability and safety of their use.
The organization independently determines the means of training, including technical relevant materials(including consumables, gaming, sports, health equipment, inventory necessary for the implementation of the Program.
At organization of subject-developmental environment in a preschool institution, the most important condition is to take into account the age characteristics of children, who have their own distinctive signs:
For children of the third year of life, the distinctive feature is the presence of free, large space where they can be in active movement - climbing, riding.
In the fourth year of life, a child needs a developed center plot-wise- role-playing games with bright features of attributes, children strive to be like adults, to be just as important and big.
IN average- in older preschool age, the need to play with peers and create your own world of play appears. Besides, in subject development environment The formation of psychological new formations in different years of life should be taken into account.
Created aesthetic Wednesday It evokes in children a feeling of joy, an emotionally positive attitude towards kindergarten, a desire to attend it, enriches them with new impressions and knowledge, encourages active creative activity, and promotes the intellectual development of preschool children.
Role environment in the development of children can be traced through the example of its main functions:
- organizing,
Educational,
Developmental.
Target organizing function - to propose provide the child with all kinds of material for his active participation in various activities. IN certain meaning the content and type of developmental environment serve as an impetus for the preschooler to choose the type of independent activity that will meet his preferences, needs or form interests.
When forming subject-development environment is necessary:
Get rid of space clutter with low-functionality and incompatible items objects;
Create three for the child subject spaces, corresponding to the scale of the actions of his hands (the “eye-hand” scale), height and the objective world of adults;
Based on ergonomic requirements for vital activity: anthropometric, physiological and psychological characteristics of the inhabitant of this environment.
Developmental function assumes what content environment every activity should correspond the “zone of actual development” of the weakest child and be in the “zone of proximal development” of the strongest child in the group.
Requirements Federal State Educational Standard for a developing subject-development environment
Organization of a developmental environment in subsidiaries, taking into account the Federal State Educational Standards is structured in such a way as to enable the most effective development of the individuality of each child, taking into account his inclinations, interests, and level of activity.
Need to enrich environment elements, stimulating the cognitive, emotional, and motor activity of children.
The subject-development environment is organized as follows: so that every child has free access to games, toys, materials, aids that provide all basic activities, as well as the opportunity to freely do what they love. Equipment placement by sector (development centers) allows children to unite in subgroups based on common interests. Mandatory equipment includes materials that activate cognitive activity:
Educational games, technical devices and toys, models;
- items for experimental research work - magnets, magnifying glasses,
springs, scales, beakers, etc.;
A large selection of natural materials for studying, experimenting, and compiling collections.
Active sector (occupies the largest area in the group, includes myself:
Game center
Movement Center
Center design
Center for Musical Theater Activities
Quiet sector:
Book Center
Recreation Center
Nature Center
The working sector (occupies 25% of the entire group, and includes myself:
Center for educational and research activities
Center for Productive and Creative Activity
Center for correct speech and motor skills.
All parts of the group space have conditional boundaries depending on the specific tasks of the moment; if necessary, you can accommodate everyone, since preschoolers "get infected" current interests of peers and join them.
Materials are needed that take into account gender differences - the interests of boys and girls, both in work and in play. Boys need tools to work with wood, girls to work with needlework. To develop creative ideas in the game, girls will need women's clothing items, jewelry, lace capes, bows, handbags, umbrellas, etc.; boys - details of military uniform, items uniforms and weapons of knights, Russian heroes, various technical toys.
It is important to have a large number "helpers" materials - ropes, boxes, wires, wheels, ribbons, which are creatively used to solve various gaming problems.
In groups of older preschoolers, various materials are also needed to help them master reading and mathematics. This: printed letters, words, tables, books with large print, manuals with numbers, board-printed games with numbers and letters, puzzles, as well as materials reflecting school topic: pictures about the life of schoolchildren, school supplies, photographs of schoolchildren who are older brothers or sisters, attributes for school games.
The necessary equipment for older preschoolers are materials that stimulate the development of broad social interests and cognitive activity of children. These are children's encyclopedias, illustrated publications about the animal and plant world of the planet, about the lives of people in different countries, children's magazines, albums, and brochures.
Good day, dear visitors of my blog, I’m with you again, Tatyana Sukhikh! My head is spinning for the fifth day... maybe you know what kind of subject-specific developmental environment should be in kindergarten groups? Time flies at the speed of light and now our children have grown out of diapers. Now is the time to develop them as individuals, teach them independence and initiative, so that they become full-fledged members of society. But how to do this? A technique such as a subject-speech environment will come to the aid of caring educators and parents. What is this concept and how does it help in development: we’ll talk about this further.
While I was struggling with the search for information these 5 days, I came across a book and more than one, I took some things for myself from these books, perhaps they will be useful to you too.
The first book I took from a neighboring group. How to organize a subject-development environment correctly? It contains special material that ensures reliable work for teachers aimed at the development of preschoolers in the environment, a good book, I found it here.
And I found this book in my group. Innovative developmental methodology reflects the needs for the creation and organization of federal needs for the conditions of the educational process in preschool educational institutions, by the way you can buy it Here.
I also present to your attention CD for PC, in which I found very useful information on how to organize the subject-spatial environment correctly and effectively. Special set of games helps children develop speech, form a creative personality, abstract thinking, motor skills and imagination.
This exciting process teaches children to be independent, proactive members of society, and gives them a chance to realize their own abilities. With its help, you can significantly improve the emotional and practical experience of the baby’s contact with the outside world; it helps to raise the cognitive activity of all members in the group.
What components does it consist of:
- large playground;
- special equipment;
- toys;
- various teaching aids;
- special materials.
For this purpose, a separate room must be allocated at the preschool educational institution.
How to organize a developmental environment
What do you think needs to be taken into account during the training process? The environment must necessarily include educational, educational and communicative stages. The most basic goal is to develop the independence of the little man. The environment in which a child learns should be interesting to him and satisfy all his needs. The design style and their shape are very important. Learning devices must be safe and age appropriate.
You also cannot do without such an important point as changing decoration details and allocating places in each group for conducting experiments. Warm pastel shades should be taken as the basis for color variations; it is important that the atmosphere is inviting and in no case puts pressure on children.
Regarding the subject-developmental atmosphere of the group, changes should take place in it taking into account the age of the child, their needs, the time of the learning process and the educational program.
The environment assumes an open character, formation and development. Ideally, it is constantly updated in accordance with the baby’s needs. One way or another, the environment around children must be updated taking into account age requirements.
Taking this into account, when organizing these conditions in a kindergarten, the psychological aspects of the interaction of pupils and the design of the educational institution must be taken into account.
Features of creating a speech environment
Such activities should be carried out over a fairly large area so that children can easily change their positions. As a rule, these premises require the presence of soft coverings. There are also various games that children play with adults.
The environment must be equipped accordingly: special devices are stored on specially designated shelves or drawers that are accessible. When interacting with children, you should focus on equipment for vocabulary development.
The state standard of preschool education - requirements for educational programs have been developed, one of which is the requirement for the organization of 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, breakable, heavy, corners should be closed. \
Accessibility – the playing equipment used is located so that the child can reach them without the help of adults. This helps him to be independent.
Brightness, attractiveness.
Constancy - equipment and toys lie in the same places, the child always knows where certain objects are, can use them if desired, and this also teaches him order.
Freedom of choice.
Saturation – availability of materials for productive activities, toys, teaching material
When creating a developing subject-spatial environment, you must remember:
1. The environment must perform educational, developmental, nurturing, stimulating, organized, and communicative functions. But the most important thing is that it should work to develop the child’s independence and initiative.
2. Flexible and variable use of space is necessary. The environment should serve to meet the needs and interests of the child.
3. The shape and design of items is focused on the safety and age of children.
4. Decorative 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 characteristics, the level of general and speech development, as well as indicators of the emotional and need sphere.
7. The color palette should be represented by warm, pastel colors.
8. When creating a developmental space in a group room, it is necessary to take into account the leading role of play activities.
9. The developing subject-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 new formations of a certain age.
In preschool educational institutions, special importance is attached to the object-based play environment, since the main activity of the child is play and its influence on the comprehensive development of the individual can hardly be overestimated.
Play for children is the main activity, a form of organizing life, and a means of comprehensive development.
For most children, the kindergarten group is the first children's society where they acquire initial skills of collective relationships. We must teach the child to live by common interests, obey the demands of the majority, and show kindness to peers.
Role-playing game is a game that helps to cultivate these qualities in children. Plot-role play 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 during the game, in addition to the relationships dictated by the plot, the role taken or rules, a different kind of relationship arises - no longer conditional, but real, real, regulating real relationships between children. In the game, it becomes clear: how the child feels about the successes or failures of his 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 fulfilling his role.
Role-playing activities captivate children so much that they sometimes perceive them as real actions. Play helps a child overcome his weaknesses, control himself, and creates conditions for practicing work skills and moral behavior skills.
During the game, the child independently establishes relationships with the team, and collectivist character traits are formed. Provided it is reasonably organized, play is a school of life, a school of work and communication with people. The playful communication between the teacher and the children allows him to direct the course of the game and manage the relationship between them. Every kindergarten teacher is faced with the task of creating a friendly, organized team and teaching children to play.
Joint play activities help children develop organization and responsibility, 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 activity planning skills and develops the creative imagination necessary in other types of activities. The ability to play is crucial for the formation of activity, initiative, determination and other qualities that are then necessary for successful learning at school and future work.
It's no secret that a child's development needs to be addressed. And not only physical and intellectual, but also social.
There are various plots of role-playing games that teachers can conduct with children in kindergarten, or which children can play on their own
Games can be purely improvised or have a pre-thought-out script. In the second case, the game is led by a teacher who will assign roles, explain the rules, and show how the players interact with each other. However, psychologists argue that this is far from the best option for the development of preschoolers.
The main goal of role-playing games in kindergarten is the development of creative and
the child’s communication abilities, 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 teacher, the game turns into training, which does not contribute to the memorization of information, communication, or entertainment for the child, and therefore does not represent any benefit. Family, store, hospital, pharmacy, hairdresser, transport, – the list of games for children is quite large. The role of the teacher in conducting role-playing games should be limited to pushing children to choose games that would be interesting to everyone, and not imposing on them any scenarios or strict boundaries of behavior. It is important to ensure that children play according to the rules.
Pedagogical support for role-playing games involves:
Organization of joint activities and co-creation of the teacher 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 between the teacher and children, in which new skills and new content are learned;
Creating conditions for independent initiative and creative play activities of children.
To conduct role-playing games, an algorithm for conducting games has been developed.
Stages of pedagogical technology:
Enriching 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). (conversations about professions, looking at illustrations, getting acquainted with works of art, adding attributes, conducting excursions, etc.)
Production of attributes, decorations 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 working in close contact with parents, enriching them with knowledge about the features of children’s play activities, involving parents for making game attributes, costumes, etc. All this work contributes to the development of
interest in children's play activities.
Organization of a role-playing game (“game of preparation for the game”):
Determining 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 an object-based play environment based on the organization of children’s productive and artistic activities, co-creation with the teacher, and children’s collecting;
Joint play activities between the teacher and children.
Independent play activities of children. Organizing a role-playing game with an imaginary partner for whom the child speaks. This game teaches subordination of motives, coordination of roles, and mutual understanding.
Children actively interact in play and form groups. Gaming interests are stable. If in the younger group the teacher has the leading role and the teacher directs the game, then in the middle group the teacher must start the game and gradually put it in the hands of the children and control the game from the outside, and join the game at the right moment. In the senior and preparatory groups, children can be offered games of their choice with the distribution of roles (giving children independence), but if children have difficulties in the game, the teacher does not intrusively suggest continuing the game by slightly changing the plot.
Children play more confidently and independently. If as kids they take the teacher into the game with great pleasure, even giving up 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 adjust. 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 a teacher
In this paragraph we will try to define what is meant by an object-game environment, what requirements are imposed on the organization of a developmental object-game environment.
It is important for us to dwell on the issues of organizing a developmental subject-game environment by a teacher, to find out the modern requirements for organizing the environment and to study this issue.
The concept of an object-based play environment is considered in pedagogy as a narrower characteristic of the environment, as a factor that stimulates, guides, and develops the child’s activity. It influences the development of the individual in a broad sense and the formation of narrower qualities, such as independence, activity, and observation. A subject-development environment is a system of material objects of a child’s activity that functionally models the content of his spiritual and physical development.
An enriched environment (according to V.A. Petrovsky) presupposes the unity of social and objective means of ensuring the child’s varied activities. The enrichment of the educational process of the developing subject environment is directly dependent on the content of education, age and level of development of children and their activities.
All components of the subject-development environment are interconnected in content, scale, and artistic design. The subject-spatial world includes a variety of objects and objects of social reality. An 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 them and becomes a means of transmitting social experience.
It is necessary that the organization of an object-based play environment in different age groups of a kindergarten takes into account the features of the stage-by-stage development of children’s play activity and, at the same time, provides the maximum opportunity to develop the event side of the game, takes into account the growing volume of knowledge, impressions, and the content of children’s experiences. The subject-based play environment in modern preschool institutions must meet certain requirements: this is, first of all, the freedom of the child to achieve the theme, the plot of the game, certain toys, pestle and play time. At the same time, one cannot fail to take into account the age characteristics of preschool children and the fact that they are in a preschool educational institution working according to a specific educational program. This means that when creating conditions in a preschool institution for children to exercise their right to play, it is necessary to offer them not only the most convenient time in their daily routine for play, but also to allocate a suitable place, equipping it with a universal object-based play environment suitable for organizing various types of play. games.
The principle of the universality of the subject-based play environment is very important, since it allows the children themselves and children, together with their teachers, 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-game environment should be developmental, i.e. it should functionally model the development of play and the child through play.
The developing object-based 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 object-developing environment.
The structure of the object-game environment includes: a large organizing playing field; play equipment; toys; gaming paraphernalia of various kinds; game materials. All these gaming facilities are usually not located in some abstract play space, but in a group room, a playroom, or on the playground (veranda) of a kindergarten area.
Gaming equipment must be commensurate with each other and other interior items. This means that the interior should not contain anything superfluous and should be aesthetically organically combined with gaming facilities. All game and non-game items must comply with the principle of safety.
In addition to the material and subjective requirements for the organization of a subject-development environment, there are also purely pedagogical ones. These are, first of all, amateur games - experimental games, role-playing games, and director's games for preschool children. Educational and leisure games are no less important, since, thanks to these games, children form the basic necessary new formations in the mental sphere and develop the prerequisites for motives for new types of activity.
Firstly, in the function of designating a subject-development environment (a wooden “ship” in the kindergarten area; a screen indicating a “doctor’s office,” etc.); secondly, in the attributive function (specific objects that define the playing role, for example, a cap with a red cross for a doctor) and, thirdly, in the function of the direct object of operation (toy dishes, steering wheel, binoculars, etc.).
G. Fein’s work proposes a division of gaming material from the point of view of its correspondence to real, real objects into three categories: 1) realistic toys (exact copies of real objects); 2) prototypical toys (imitating real objects in a special way - through a vivid designation and even exaggeration of the main details associated with the specific functions of this object, and ignoring its secondary details; 3) multifunctional objects that do not have a strict functional purpose (sticks, cubes), which can act as substitutes for various real objects.
Game and toy are inseparable from each other. A toy can bring a game to life, and the game, developing, requires more and more new toys. In cognitive terms, a toy 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 all must meet certain pedagogical requirements. The most important of these requirements relate to age-appropriateness and suitability of toys for different types of games. At every age, a child needs toys that are different in theme and purpose: story-based, technical, tool toys, fun toys, theatrical, musical, sports. To develop activity and independence, toys are needed that make it possible 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 (doll furniture, cars, strollers, etc.), partner toys (dolls, bears).
In role-playing games, 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 mix and match costumes. The older the children, the more varied costumes they need. There are a variety of role-playing attributes for children to play with, for example, steering wheels, binoculars, bags and others. Some attributes are useful to do together with 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 play attributes. Having noticed the children’s interest in a particular subject, you can include work in visual arts and manual labor classes, the results of which can then be used by children in their games. So, crafts made from clay or papier-mâché (apples, nuts, carrots, plate, bowl) will decorate any table. Applique products, for example, collective work - a train, a meadow - can be used as panels, patterned rugs will help decorate the doll's room. In older preschool age, during manual labor classes, children make crafts from paper, cardboard, and natural materials, which can also be used in various games.
Unformed materials used as substitute objects (sticks of various sizes, pieces of fabric, fur, foam rubber, leather, cords, ropes, wire, plastic bottles, natural materials, etc.) are conveniently stored in a box that can be placed in any accessible place for children. The child takes out the cord and turns it into a hose for washing the car. The cube can become a piece of soap, a TV, a book. As substitute objects, you can use didactic toys, building materials, physical education equipment, white and colored paper. The teacher leads children to understand that some substitute objects 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 causing trouble and disrupting order in the group, children should not be deprived of the opportunity to make toys from the most common material in everyday life (newspapers, boxes, household items). Thus, provided that the game is maximally unified with different types of activities, the results of artistic creative activity can be used.
Joint games require the ability to negotiate with each other and clearly express your thoughts. A specially equipped gaming environment also helps to master communication skills. So that role-playing statements addressed to a real and imaginary interlocutor appear, a toy telephone or telephone booth appears in the play corner. Such a gaming environment encourages children to talk with their interlocutor, gives them the opportunity to concentrate, and for some to overcome their shyness.
Specially selected large toys, for example, a model of a truck, a motor ship, as well as large building materials, also contribute to unification in the game. S.A. Novoselova recommends using conditional, large, environment-forming material to organize a generalized object-play environment, for example, large cardboard boxes covered with plain fabric of several colors.
Studies by many authors have established that the use of these conventional, large objects helps to activate the substitution function in children in play and becomes an important factor in the development of amateur role-playing games. Plot-role-playing games in such an object-based play environment open up greater opportunities for the manifestation of children’s intellectual initiative in play based on the exteriorization of its figurative plan.
You can also offer environment-forming modules and toy furniture for games. Organizing a game with large environment-forming objects that are neutral in relation to any content of the game makes it possible to replace not only one specific necessary object, but also to create an entire object situation that is commensurate with the space of the game room. Environment-forming modules unite children in a common cause, stimulate their search activity and creativity, and promote both intellectual and cognitive activity. Large modules allow you not only to imagine a game action, but also to actually perform it (to actually climb into a cave or 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 towards a changing subject environment. Children like games in which they overcome physical difficulties in moving objects and constructing them. They rejoice when they overcome these difficulties.
Modern designer and art critic G.N. Lyubimova, such famous scientists M.I. Lisina, T.A. Repina, L.A. Paramonova, S.L. Novoselova suggest using “universal subject-game developmental environments”, such systems are still could be called "game worlds". Among such modern gaming worlds can rightfully be included the universal multifunctional construction set "Quadro", which organizes a subject-developing environment, which is one of the most successful and knowledge-intensive developments of the 20th century for preschool children.
Modern toys and educational play environments carry information that makes them a guide to the world of modernity, an indispensable means of realizing game plans, a means of not only obtaining, but, what is especially important, applying new knowledge in practice, using this knowledge and skills in independent activities, in play. . These are the well-known educational educational game environments “Lego”, including “Lego-Duplo”, “Lego-Dacta”, etc.; "Fischertechnik" (toy railways); "Liberty" (soft animal toys); “Kvadro” (multifunctional construction set), “Module-game” (a system of modules for games and activities); “Aquaplay” (a water construction set for games and experimentation) and other high-tech modern play equipment for children.
Modern requirements for the creation of a full-fledged subject-development environment meet 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 own style of game interior and equipment, which, of course, is not always possible.
Since now children play mostly in a standard way, the psychological and pedagogical task arises of encouraging 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 game corners. Children's initiative in play is often constrained by the themes of games predetermined by teachers, the presence of play areas (corners) that are stable in 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 story-based games for children of primary preschool age, for older children can be a hindrance to play initiative, because in these corners, where play equipment and toys are appropriately located, i.e. Children are given a game task in advance. But play, first of all, should be creative and obstacles to children’s creativity in play 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 their cognitive interests, and initiative in their activities. The child’s ability to demonstrate creative initiative in play is prepared through 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 vary from case to case, but they should be kept separate. Determining the purpose of pedagogical leadership is necessarily connected with the teacher’s understanding of the function of play in preschool childhood. It consists in the fact that play, as “independent, amateur”, as A.V. Zaporozhets puts it, the child’s activity ensures his creative appropriation of social experience, turning it into a means of creating something new. A fully formed game is a reliable means of comprehensive creative education of the personality of a preschool child.
Thus, the creation of an object-based play environment requires special care from the teacher. The main pedagogical principle here is the indispensable connection of the knowledge acquired by children with the content of the gaming environment. The organization of bringing in toys is also essential. Many teachers reveal its specifics. The subject-game environment must necessarily change flexibly depending on the content of knowledge acquired by children, on the gaming 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-game environment. From the point of view of various studies, among which the authors highlight the age-appropriateness 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 a child’s creativity.
