Game motivation in the independent activity of preschoolers. Seminar for young educators Topic: “Methods of activating children in the course of GCD. To remind, the teacher hums the beginning

Abdinova Roza Rushanovna, educator, MADOU Combined Kindergarten No. 12 "Zhuravushka" Saratov Region, Balakovo.
For successful building GCD needs to interest the child, come up with a game motivation. In the form of play, children are more successful in imparting knowledge from various educational areas, memory and thinking are developing.

Date of publication: 29.06.2015

Creation of game motivation in different types GCD depending on the age of the children.

Preschool childhood is the time of the initial formation of the personality. In preschool age, the child's cognition process takes place in an emotional and practical way. Every preschooler is a little explorer, discovering the world around him with joy and surprise. The child strives for vigorous activity, and it is important not to let this desire fade away, to contribute to his further development.

The implementation of this task requires a qualitatively new approach to teaching and upbringing of children, the organization of the entire educational process. Numerous studies of educators and psychologists have proven that the process of assimilating new knowledge is effective if it is based on personal experience child and area of interest.

You cannot oblige a person to understand something, he needs to be interested. Therefore, the task of the teacher is to build the GCD in such a way as to maximally retain the child's attention, his interest, enthusiasm learning activities... For each GCD, you need to think over the game motivation.

Motivation is the result of a person's internal needs, his interests and emotions, goals and objectives, the presence of motives aimed at enhancing his activities. Motivation (from the Latin movere) is the motivation for action. It is well known that there is no activity without motive. For this purpose, incentives are used, i.e. external stimuli of a certain activity, the tasks of which are to evoke and strengthen in preschoolers their own motives for activity. One of the important stimuli for the formation of motives is play. Each GCD should contain something that will cause surprise, amazement, delight, in a word, something that children will remember. In doing so, it is important to consider the age of the children, a reception that is suitable for an average, but not suitable for an early age or preparatory group... It can be an interesting fact, an unexpected discovery, a beautiful experience, a non-standard approach to what is already known. The teacher should be emotional, artistic, use maximum clarity, an element of a fairy tale, a surprise, children should move in a group space (use dynamic, relaxation pauses, finger games, speech with movement, round dance games in their work).

The teacher's task is to develop creative imagination children, imitating the movements of animals, pronouncing onomatopoeia, using dramatization games, theatrical games (tabletop, finger, glove theater, puppet show, etc.).

Motivation determines the "program" of play actions. In this case, the following conditions must be taken into account:

1 An organization in which the child is involved in the process of independent search and discovery of new knowledge solves problems of a problematic nature;

2 Intellectual and practical activity in the lesson should be varied;

3 It is necessary to constantly change the form of questions, tasks, stimulate the search activity of children, creating an atmosphere of hard work;

5 The more new material connected with the child's existing personal experience, so he is interesting for him;

6 Accounting for individual and age, medical, psychological characteristics educators;

7 Emotionality of the teacher, his ability to maintain interest in the content of the lesson, to stimulate the cognitive activity of children.

During my work with children, I came to the conclusion that creating a playful interest in GCD from the very first minutes and maintaining interest throughout its entire duration is the key to a successful result of the activities of all its participants. At preschool age, especially at a younger age, the role of play motivation in learning is great.

Let's consider game techniques using the example of such educational areas as "Cognition" (FEMP, "Formation of a holistic picture of the world"), "Communication", "Artistic creativity".

To create interest, play fairy tales should be used in any of the educational areas, depending on the age of the children. The appearance of guests, especially fabulous ones, is interesting for children of younger and older age. Children "go" with them on a journey, in a fairy tale. Fairy-tale characters evoke a feeling of trust in them, the desire to help in performing various tasks and actions. They immediately evoke positive emotions, so the GCD takes place in an atmosphere of increased effort. The child has the opportunity to show independence and responsibility, for example in younger age“A doll has come to our class, let's tell her a poem. The kitty wants milk, let's make a bowl for her. Let's build a house for the matryoshka. Let's draw a rug for a dog, etc. "

A special role is assigned to the substitution method, when various signs and symbols, schemes and plans cause associations with real images in children - this gives the child greater freedom of imagination, thinking and promotes emotional liberation.

The role of play activity in the educational field "Communication" is especially important. Children always find it difficult to compose stories based on a picture or object pictures, to retell a text. Usually, the lesson in composing a story begins with the introduction of a picture and its consideration, a riddle about what is depicted. Children quickly lose interest in her. So that interest is not lost to young children, you can offer the game "Wonderful box". The teacher calls the children in turn and asks them to get a picture and name what is painted on it. You can use didactic games and exercises, word games"At whom", "What happens in the fall", "Who hid where", etc.

At an older age, when it is necessary to compose a story in a picture, the teacher informs the children that we will learn to compose a story from a picture, but they will only know which animal they will talk about when each of them guesses the riddle and quickly draws a guess. The riddle is hidden in the ear.

You can offer the game "Animate the picture" - children should voice the heroes of the picture, speak for them, imitate their voices. When composing a story based on the theme picture "Spring", children play the game "Listen and remember." A story is read about this time, yes. The motivation is as follows - at the end of the listening, you need to remember all the words on the theme "Spring" - that were encountered in this story and each child names a word and puts a chip in the basket.

Educational storytelling activities can be done by dividing the children into two teams in the form of a competition. Children like KVN games, quizzes, they make them feel healthy rivalry, and also help to increase their interest.

In the game "Magic Chain" the teacher composes a sentence, the children complement the sentence, calling each one one word. For example: "A hare sits under a bush." Children say gray, fluffy, long-eared.

Game "Radio broadcast" - this game helps shy children to express themselves, to show their knowledge (the speaker is hiding behind a screen).

Game situations with elements of competition are also used in FEMP educational activities. Games "Field of Miracles", KVN, quizzes, the game "Confusion", "Catch a mistake." When familiarizing with orientation in space - “Drawing up drawings, maps, diagrams. Children with interest perform tasks in which help is needed to a character from a fairy tale or cartoon. For example, “Help Dunno put the numbers in order. Game "Immersion in the problem" (there is a knock on the door, they bring a letter from the astronauts, they ask for help, their ship has broken down, the route is unknown. You can also use riddles - encryption, riddles about geometric shapes, didactic games, labyrinths, solving crossword puzzles, offer children to mold numbers from salt dough or plasticine. - new, unusual features of the object, makes guesses, asks for help, aims at experimentation, reasoning, speculation. word games Children play with interest the game "Magic Wand" - it gives children tasks or sets polls. V senior group you can offer to solve a crossword puzzle with riddles, organize games of experimentation, experiments, listening to a piece of music while familiarizing yourself with the seasons, listening to the sounds of living and non-living nature - the voices of birds, the sound of water, wind, waterfalls, etc.

The use of moments of the game in the process of visual activity refers to the visual-effective methods of teaching. The smaller the child, the more play should take in his upbringing. Playful teaching techniques will stimulate attracting the attention of children to the assigned task, facilitate the work of thinking and imagination.

Learning to draw at an early age begins with play exercises. Children, following the teacher, first run their hand in the air, then their finger across the paper, complementing the movements with the explanation “This is a boy running along the road. This is how the grandmother rolls the ball, etc. " Turning on game moments in visual activity at a younger age, it is also carried out when depicting objects. For example, the Bunny knocks on the door, greets, asks to drink a carrot.

Even with older children, it is possible to use play techniques. For example - While walking, children through homemade cameras they consider a landscape, a tree, they can be examined by going to the window and depict what they perceived in the picture. Thus, in a playful form, the child is instilled with knowledge from different educational areas, he learns to perform various actions, develops memory, thinking, and creativity. The most important thing is to instill in the child an interest in learning. To do this, the GCD must take place in a fun way.

USE OF METHODS AND TECHNIQUES OF MOTIVATION

INDEPENDENT ACTIVITY OF PRESCHOOL CHILDREN.

Lilia Ivanovna Reznik, deputy. head of BMR,

Tatiana Nikolaevna Bychkova, Head

MDOU d / s number 000 "Gnome", about. Tolyatti

One of the main conditions for the development of independent activity is the presence of a motive in a child, a specific impulse forcing him to learn, act, and perform actions.

Motives are very complex formations. Allocate:

Internal motives are needs, emotions, interests.

External motives are goals, that is, perceived results of activity.

Motives, and there are many of them, are always interconnected, and in pedagogical process we are not dealing with one active motive, but with several. The classification of motives operating in the training system is distinguished according to various criteria. Let's highlight the motives that gradually develop and influence the development of the child during preschool childhood:

· Emotional motives;

· Game motives;

· Cognitive motives;

· Social motives;

· Volitional motives.

We have already noted that when organizing independent activity, as a purposeful educational and educational process, the management of motives should take place together with teachers and their pupils. Analysis of the literature has shown that motivation (from Latin "to move") is a general name for processes, means, motivation of children to active cognitive activity. For this, the teacher in the arsenal must have different methods and techniques.

Consider this process:

1. Emotional motives .

In some theoretical sources, there is such a definition: motivation Is emotion plus direction of action. As a result, we can say that the child's activity in most cases contains both emotional and motivational components, which in practice are not easy to separate from each other.

It is known that emotions, their intensity and focus directly affect any activity, including independent. Therefore, the main task of the educator is to focus on the positive emotional mood of the preschooler, which will evoke and support the motive for organizing his own activities. Depending on age, methods and techniques are used based on the occurrence of the following value experiences:

1. Altruistic emotions - experiences that arise on the basis of need and assistance, help, patronage of other people: the desire to bring other people joy and happiness; a feeling of concern for the fate of someone, care for someone.

2. Communicative emotions arising from the need for communication: the desire to communicate, share thoughts and experiences; feeling of sympathy, location; desire to earn approval from loved ones and respected people.

3. Gloric emotions are associated with the need for self-affirmation, for fame: the desire to win recognition.

4. Praxical emotions, they are characterized by passion for work: both the process and the result; desire to succeed in work; admiring the results of one's labor, its products.

5. Gnostic emotions associated with the need for cognitive harmony: the desire to understand something, to penetrate into the essence of the phenomenon; feeling surprised or bewildered; an irrepressible desire to overcome the contradictions in one's own reasoning, to bring everything into a system; a sense of guesswork, proximity to a solution; the joy of discovering the truth.

6. Aesthetic emotions associated with lyrical experiences: thirst for beauty; enjoying the beauty of something or someone; enjoying the sounds.

7. Acidic emotions arising in connection with an interest in accumulation, collecting: joy on the occasion of an increase in one's accumulations; a pleasant feeling when reviewing your savings.

2. Another important group of motives that are constantly manifested in the behavior of children, - game motives related to interest in the the process of the game... These motives appear in the course of mastering play activity and are intertwined in it with the desire to act like an adult. V. S. Mukhina notes that going beyond the limits of play activity, they create harmonious conditions for the development of independent activity. The child himself can turn any business into a game.

noted that new, progressive formations develop in play and a powerful cognitive motive arises, which is the basis for the emergence of an incentive to learn. According to the opinion, play is an emotional activity, and emotions affect not only the level of intellectual development, but also the mental activity of the child, his creative abilities.

Therefore, the use of play techniques and methods by teachers, their sequence and interconnection will contribute to solving the persistent motive of organizing the independent activity of children. Depending on the tasks and content of the activity, various structural elements of the game can be equally used:

An imaginary situation, an interesting plot,

Role-playing actions, relationships,

· Fairy-tale or literary characters, etc.

Game attributes, toys depicting animals, literary and fairy-tale characters, heroes of children's TV shows and cartoons are a kind of game elements in learning. These techniques help to increase the cognitive activity of children, maintain their interest and stimulate the development of intrinsic motivation.

It should be noted that the nature of the play motives used by the teacher will be determined by the logic of the development of the independent activity of children and the achievement of a certain didactic goal.

For the development of various non-play activities, the importance of which increases at the next age stage, interest in the content of the activity and the motivation for achievement are especially important. Thus, we are talking about cognitive, social and volitional motives.

3. Cognitive motives manifest as process satisfaction teachings and results, pursuit to knowledge, orientation towards methods of obtaining knowledge.

Cognitive motivation on the one hand is stimulated activities and stimulates independence, initiative and purposefulness in solving cognitive tasks. On the other hand, it generates specific intellectual formations and cognitive emotions - interest to activity, pleasure from the impressions received and from mental effort.

- Cognitive activity preschooler is mainly associated with a visual-effective and figurative way of cognition. Each of these methods presupposes a corresponding motivation, which has a specific content and expression:

· In the first case, PM is manifested in children's experimentation in the desire to independently achieve a result (product or solution) and is expressed in the pleasure of the process of solving a new problem.

With the figurative method of cognition, the corresponding motivation is manifested in the perception of information, in the establishment of simple cause-and-effect relationships between events and phenomena, in various types of children's artistic activities, and is expressed in an interest in new knowledge (curiosity), in emotional responsiveness to impressions, in questions, proactive statements, etc.

The main task of the teacher is to develop and maintain cognitive interest, since it is one of the main conditions for the development of the motive for the child's independent activity. Analysis of the literature and research works made it possible to identify the following conditions for the formation of cognitive interest:

Creation of conditions for the development of interest: in the subject environment, in activity;

Support and experience, knowledge, skills of children;

Creation of a free, positive atmosphere;

Organization of systematic search activities;

Organization of activities in such a way that in the process of work new opportunities arise for solving problems.

Genuine interest, formed in the process of a specially organized active independent "search" activity, is characterized by an emotional and cognitive attitude to the process of this activity, which is internally motivated. This means that, in addition to personal and social motives, there are motives coming from the activity itself (the activity itself begins to motivate the child). At the same time, the child not only understands and accepts the goal of this activity, he not only wants to achieve the goal, but also wants to seek, learn, solve, and achieve.

The next group is

4. Social motives - these are motives associated with the emerging self-esteem, pride; motives for achieving success, competition, cooperation; motives associated with moral norms assimilated in preschool childhood. Among the conditions conducive to the formation social motivation, the researchers call communication with adults and peers.

In preschool childhood, the following are formed:

Narrow social motives (positional) - recognition of others, encouragement, praise, worthy remuneration for your work;

Motives for social cooperation.

When choosing methods and techniques, the formation of social motives for the development of independent activities of children, the teacher must take into account:

Type of activity, form of organization of activity;

Children's experience of cooperation; social roles in the children's team; individual characteristics and skills of the children.

And the last group of motives -

5. Volitional motives - these are motives associated with a person's ability to self-organize, consciously regulate their behavior and activities, in the ability to overcome difficulties in achieving a goal.

Let's single out the indicators of volitional motivation in preschool age:

- goal setting, struggle and subordination of motives, planning, self-control in activity and behavior;

Ability to volitional effort;

- arbitrariness in the field of movements, actions, cognitive processes and communication with adults.

Volitional action is generally characterized by purposefulness, as a conscious focus of a person on a certain result of activity. First step volitional action associated with initiative, expressed in setting their own goals, independence, manifested in the ability to resist the influence of other people. Decisiveness characterizes stage of struggle of motives and decision making. Overcoming obstacles in achieving goals for stage of execution reflected in a conscious volitional effort, involving the mobilization of their forces.

The development of volitional motives in independent activity is an important indicator of a child's readiness for school and speaks of the formation of his arbitrariness.

When choosing methods and techniques to stimulate the development of independent activity, the teacher must take into account that when performing volitional actions, the child depends from speech planning and regulation .

It is in verbal form that he

- forms for himself what he intends to do,

- discusses with himself possible solutions with the struggle of motives,

- reminds himself of why he is performing the action, and

- orders himself to achieve the goal.

The child applies to himself the forms of behavior control that adults apply to him in his experience.

So, having considered the motives that are formed and significantly change during preschool childhood, we can say that the child's own activity is directed not by one motive, but by their totality. Therefore, the methods and techniques that the teacher will use to stimulate independent activity will be complex.

Khanina Irina Nikolaevna

Place of work, position:

One of the keys to a successful class is motivation. And motivation contributes to the activation of children in educational activities.

American physiotherapist Glenn Doman, working for many years with preschoolers, observed as a result of observations that “the product of success is high motivation, and low motivation is the product of failure. Success creates motivation, and failure destroys it. Love and respect are what leads to success. Failure leads to disappointment, frustration leads to lack of motivation, and lack of motivation leads to failure to try again. Success leads to victory, victory leads to motivation, and it leads to the desire to win and new successes. Love and praise are what every child desires the most. "

The quality of education is based on "3 pillars":

quality of information,
quality of teaching,
the quality of assimilation.

All children need motivation to help them achieve the desired results. Adults are a role model for their children and a source of motivation to achieve what they want. If children are motivated, they develop their abilities through their own efforts. These children have a craving for information that will help them on their way to their goals. In addition, motivation will help children focus on acquiring new knowledge and skills.

Motivation- this is a combination of internal and external driving forces that induce a person to activity, give this activity an orientation focused on achieving a goal.

Researchers have identified six mechanisms of motivation - these are the ways that you can increase the child's motivation to achieve a goal at home.

These 6 mechanisms are:

Encourage environmental research
To instill basic research abilities, such as: identifying objects, ordering, sorting, comparing
Praising your child for accomplishments
Assist in the development and training of skills
If possible, refrain from punishment and criticism for mistakes and poor results
Promote linguistic and symbolic communication

The fulfillment of all 6 conditions will help children to become motivated to achieve success from an early age.

Now consider t Types of motivation of preschoolers in kindergarten in the organization of educational activities.

Pedagogical activities should contribute to the development of children (through children's activities inherent in this age: play, work, drawing, educational, productive activities). Therefore, it is necessary that children do not only everything that is required of them, but also transfer it into their independent activity. And this will only happen if the new knowledge and skills that we are trying to pass on to children are needed and interesting to them.

At the same time, such techniques are needed that will ensure the emergence of the necessary motivation in the overwhelming majority of children.

There are four types of motivation in the pedagogical literature.:

The first type - play motivation - "Help a toy" the child achieves the learning goal by solving toy problems. The creation of this motivation is based on the following scheme:

1. You tell that the toy needs help, and only children can help them.

2. You ask the children if they are willing to help the toy.

3. You propose to teach children to do what the toy requires, then the explanation and demonstration will interest the children.

4. During work, each child should have his own character - the ward (cut out, toy, drawn character, whom he helps.

5. The same toy - the ward assesses the child's work, be sure to praise the child.

6. At the end of the work, it is desirable that the children play with their charges.

With this motivation, the child acts as an assistant and protector, and it is appropriate to use it to teach various practical skills.

The second type of motivation is helping an adult - "Help me".

Here, the motivation for children is communication with an adult, the opportunity to gain approval, as well as an interest in joint activities that can be done together. The creation of motivation is based on the following scheme:

You inform the children that you are going to make something and ask the children to help you. Wondering how they can help you.

Each child is given a feasible task.

At the end, stress that the result was achieved through joint efforts, that everyone came to it together.

The third type of motivation "Teach me"

Based on the child's desire to feel knowledgeable and able.

1. You inform the children that you are going to do something and ask the children to teach you how to do it.

2. You ask if they are willing to help you.

3. Each child is given the opportunity to teach you something.

4. At the end of the game, each child is given an assessment of his actions and must be sure to praise him.

For example:

Guys, our doll Tanya is going for a walk, I need to dress her for a walk. I do not know how to do that. Can you teach me?

The fourth type of motivation "creating objects with your own hands for yourself"-

Based on the inner interest of the child. This motivation encourages children to create objects and crafts for their own use or for their loved ones. Children are sincerely proud of their crafts and willingly use them.

The creation of this motivation is carried out according to the scheme:

1. You show the children a craft, reveal its advantages and ask if they want to have the same for themselves or for their relatives.

3. The finished craft is ordered by the child. Pride in the work of one's own hands is the most important foundation for a creative attitude to work.

If the child is already engaged in some interesting business, which means that he already has the necessary motivation, you can acquaint him with new ways of solving the assigned tasks.

For example:

Guys, look what a beautiful postcard I have! This postcard can be presented to mom on March 8th. Do you want to give your mom the same one? And you show how you can make it.

When motivating children, the following principles should be followed:

You cannot impose your vision on the child in solving the problem (maybe the child will have his own way of solving the problem)

Be sure to ask the child for permission to do a common business with him.

Be sure to praise the child's actions for the result.

By acting together with the child, you acquaint him with your plans, ways to achieve them.

Observing these rules, you give children new knowledge, teach them certain skills, and form the necessary skills.

Use of playable characters.

In classes with kids, you can't do without game characters. The use of playable characters and play motivation are interrelated. Game and fairy-tale characters can "come to visit", "get acquainted", "give assignments", "tell fascinating stories", and can evaluate the results of the work of children. There are a number of requirements for these toys and characters.

Toys or playable characters:

Must be appropriate for the age of the children;

Should be aesthetic

Must be safe for the child's health,

Must have educational value,

Must be realistic;

Should not provoke a child to aggression, cause manifestations of cruelty.

There shouldn't be many playable characters.

Each character must be interesting and memorable, "have their own character." For example, Dunno, Quack Duck and Mishutka Tish can come to classes. Quack Duck loves nature and travel, knows a lot about it and tells children. Dunno does not know much and does not know how, he often needs the "help" of children. Mishutka is an athlete, he shows exercises for warm-up, goes in for sports. They actively express their opinion, ask incomprehensible questions, make mistakes, get confused, do not understand. Children's desire to communicate and help him significantly increases activity and interest.

Using ICT as a means of increasing motivation for educational activities

In order to optimize the process of mental development of preschoolers, you can use training computer programs, with the help of which the education of children would be improved, the motivation and interest of children in the classroom would significantly increase. Using a computer allows you to activate involuntary attention, increase interest in learning, expand the possibilities of working with visual material, which contributes to the achievement of the set goals.

Question to listeners: How do you see the benefits of ICT in educational work with preschoolers?

Algorithm for preparing GCD

Definition of the topic and leading concepts

Clearly define and articulate the topic of GCD

Determine the place of the topic in the curriculum according to the FGT.

Defining goals and objectives

Determine the target setting of the lesson - for yourself and for the children. Designate the triune task of the GCD: teaching, developing and educating.

Planning training material

1. Select literature on the topic. Think over material that serves to solve cognitive problems in a simple way.

2. Pick up tasks for material recognition and creativity.

3. Arrange the game tasks in accordance with the principle "from simple to difficult".

Thinking over the "highlight" of the lesson

Each activity should contain something that will cause surprise, amazement, delight that children will remember for a long time. It is necessary to remember the saying "Cognition begins with surprise." At the same time, it is important to take into account the age of the children, techniques that are suitable for the younger - middle age, but not suitable for the older and preparatory groups.

In the course of GCD, the following methods are applied:

1. Explanatory illustrative, which include stories, showing pictures, methods of performing certain tasks.

2. Reproductive

3.search engines requiring mental work

3. Research, experiments

4. The teacher's readiness for the lesson.

5. Target setting of GCD.

6. Compliance with the requirements of SanPin.

7. Individual approach.

8. Availability of feedback.

9. Rational use of time.

10. Organization of the workplace.

11. Practical skills and abilities.

12. Independent work.

13 Development of speech, the quality of children's answers.

This system for constructing, conducting and analyzing GCD helps you, young teachers to work, and our kids - to get the necessary knowledge and prepare for school with interest and ease, without noticing that you are being taught.

In the second, practical part of the seminar, young educators were offered game modeling of practical situations. It increases interest, arouses activity, improves skills in solving real pedagogical problems.

Enhancement of mental activity

GCD for the following sections of the program "Development +" as "Development of elementary logical representations", "Orientation in space", "Basics of initial literacy", "Development of elementary mathematical representations" involves the solution of cognitive problems and the development of mental activity. To do this, the teacher needs to create problem situations in the classroom, which requires mental efforts from preschoolers to get out of difficult situations, to encourage the child to actively search for activity.

Sometimes the educator needs to find a way out of such a situation himself, when he needs to make a choice. I bring to your attention pedagogical situations requiring a choice

My choice

1 situation: Sasha is unable to complete the game task “3rd extra”:

1. Offer to perform an easier option.

2. Ask to name all objects in one word.

3. Show the answer and explain the solution, then repeat the task.

2 situation: You are reading a problem to 6-year-old children: “Eight butterflies flew, sat on flowers. For each flower there were two butterflies. How many flowers were there? ”. The guys cannot solve the problem, then you:

1. Reread the problem.

2. Simplify the task.

3. Ask the children to draw a problem statement using signs and symbols.

3 situation When preparing children for school, they often ask questions: "Where is it better to ride a bike: on asphalt or on grass? How to find out where the wind is blowing? Etc." What property of thinking is formed in children by such questions:

1. Comparison.

2. Comparison.

3. Flexibility.

4 situation. In class, many children shout out without raising their hand:

1. Encourage dialogue with you.

3. Pause to take further action

5 situation: You prepared for the lesson, enriching it with puzzle games with counting sticks, but at the beginning of the activity you found that there were not enough sticks for all children:

1. Do another activity.

2. Offer the children matches instead of sticks.

3. Do the same lesson, but without counting stick puzzles

6 situation... A child in your group stated that he does not want to go to school. How do you react:

1. We must go to school. All children at the age of 7 go to school.

2. Ask him about the reason for his reluctance, explain that he is wrong.

3. Answer: "Well, no, so no!" Take your time, watch him. In subsequent conversations, talk about the positive side of school

Game exercise "Tales of yourself"

Invite the children to put themselves in the place of some geometric figure, a familiar object and tell everyone a fairy tale about themselves.

For example: I am a pencil. I'm so beautiful, sharp. I have a wooden shirt. I can write, draw, hatch. I come in different colors. I don't like it when guys mistreat me, break me or gnaw me. I am friends with paper and paintbrush.

Game "Teremok"

Target:

To consolidate children's concepts of objects of the world around them, analyzing familiar objects and highlighting their properties and functions.

Kravchenko, T. L. Dolgova. - Moscow: TC Sphere, 2009.

5. Kravchenko, IV Dolgova, T. L. Walks in the kindergarten. Junior and middle groups. Toolkit/ I. V. Kravchenko, T. L. Dolgova. - Moscow: TC Sphere, 2009.

6. Krasnoshchekova, N. V. Role-playing games for children preschool age/ N. V. Krasnoshchekova. - Rostov-on-Don "Phoenix", 2008.

7. Practical seminars and trainings for teachers. Educator and child: effective interaction. Practical guide for educational psychologists. / Auth. - comp. E. V. Shitova: Volgograd: Teacher, 2009.

So what, then, is called a motive? And the fact that, reflected in a person's head, stimulates activity, directs it to satisfy a certain need, is called motive this activity.

The motives of the child's behavior change significantly during preschool childhood. The younger preschooler for the most part acts, like a child in early childhood, under the influence of situational feelings and desires that have arisen at the moment, caused by a variety of reasons, and at the same time does not clearly understand what makes him do this or that act. The actions of the older preschooler become much more conscious. In many cases, he can reasonably explain why he acted in this case, and not otherwise.

One and the same act committed by children of different ages often has completely different motivating reasons.

Some types of motives,

Self-love;

Self-affirmation;

Cognitive;

Competitive;

Moral;

Public.

Let's reveal each of the motives:

Motives andinterestachildren to the world of adults- This is the desire to act like adults. The desire to be like an adult guides the child in the role play. Often, such a desire can also be used as a means to get the child to fulfill one or another requirement in everyday behavior. “You’re big, and the big ones dress themselves” - they say to the child encouraging him to be independent. “The big ones don't cry” is a strong argument that makes the child hold back tears.

Gamingmotives - These motives appear in the course of mastering play activity and are intertwined in it with the desire to act like an adult. Going beyond play, they color all the child's behavior and create the unique specifics of preschool childhood. A child can turn any activity into a game. Very often, at a time when it seems to adults that a child is engaged in serious work or diligently studying something, he is actually playing, creating an imaginary situation for himself.

Motives ofestablishing and maintaining positive relationshipswithadults and children- These motives are of great importance in the behavior of a preschooler. A good attitude from others is necessary for a child. Many actions of children are explained by this desire. Striving for positive relationshipswith adults makes the child reckon with their opinions and assessments, to comply with the established rules of behavior.

In preschool childhood, they develop ... Their starting point is arising at the turn of early childhood and preschool age

It is significant that children, as a rule, do not like very much to take on the roles of children. The role of an adult with respect and authority is always much more attractive. In younger and middle preschool children, self-affirmation is also found in the fact that they ascribe to themselves all the positive qualities known to them, not caring about their correspondence to reality, exaggerating their courage, strength, etc.

During preschool childhood, new motives are formed, associated with the complication of children's activities. These include .

Already at three or four years old, a child can literally bombard others with questions: "What is this?", "How?", "Why?" etc. later the question “Why?” becomes predominant. Often, children not only ask, but try to find the answer themselves, use their little experience to explain the incomprehensible, and sometimes conduct an "experiment." It is well known how children love to "gut" toys, trying to find out what is inside them.

A child of three to four years old does not compare his achievements with the achievements of his peers. The desire for self-affirmation and the desire to gain the approval of adults are expressed in him in attempts to do something better than others, and in simple attribution to himself positive qualities or in performing activities that are positively assessed by an adult. So, younger preschoolers who were offered to play a didactic game and explained that the winner would receive an asterisk as a reward, preferred to perform all actions together, and not in turn (as required by the conditions of the game), and could not refrain from prompting a peer if they knew correct answer. As for the asterisk, every child demanded it, regardless of the result he achieved.

Almost all board games offered to children of middle and especially senior preschool age, and most of the sports games are related to competition. Some games are directly called: "Who is more agile?", "Who is faster?", "Who is first?" etc. older preschoolers also introduce competitive motives into activities that do not include competition by themselves.

Of particular importance in the development of motives of behavior are moral motives expressing the child's attitude to other people. These motives change and develop during preschool childhood in connection with the assimilation and awareness of moral norms and rules of behavior, understanding of the meaning of their actions for other people. Initially, the implementation of generally accepted rules of behavior acts for the child only as a means of maintaining positive relationships with adults who require it. But since the approval, affection, praise that a child receives for good behavior brings him pleasant experiences, gradually the very fulfillment of the rules begins to be perceived by him as something positive and obligatory. Younger preschoolers act in accordance with moral standards only in relation to those adults or children for whom they feel sympathy. So, the child shares toys, sweets with a peer whom he sympathizes with. In older preschool age, the moral behavior of children begins to spread to a wide range of people who do not have a direct connection with the child. This is due to children's awareness of moral norms and rules, understanding of their universality, their real meaning. If a four-year-old boy, when asked why he should not fight with his comrades, answers: unpleasant consequences from the deed, and not the deed itself), then by the end of the preschool period answers of a different order appear: "You cannot fight with your comrades, because it is a shame to offend them."

Among the moral motives of behavior, an increasing place begins to take public motives- this is

In older preschoolers, one can observe a completely conscious fulfillment of moral norms associated with the help of other people. Changes in the motives of behavior during preschool childhood consist not only in the fact that their content changes, new types of motives appear. Between different types of motives, subordination, hierarchy

... The emerging hierarchy of motives gives a definite direction to all behavior. As it develops, it becomes possible to evaluate not only individual actions of the child, but also his behavior as a whole as good or bad. If the mainsocial motives become the motives of behavior,

The formation of the child's motivational sphere is a fundamental problem in developmental psychology. The problem of motivation for learning appeared when a person realized the need for purposeful training of the younger generation and began such training as a specially organized activity.

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The formation of the child's motivational sphere is a fundamental problem in developmental psychology. The problem of motivation for learning arose when a person realized the need for purposeful training of the younger generation and began such training as a specially organized activity. Having arisen, this problem is still, if not the main, then one of the most important in the psychology and pedagogy of education, a huge number of works are devoted to it.

The modern theory of education and upbringing, when analyzing pedagogical phenomena, increasingly turns to the personality of the child, to those internal processes that are formed in him under the influence of activity and communication.

Preschool age is the period of the most intensive formation of the motivational sphere. Every person is involved in social processes from early childhood.

So what, then, is called a motive? And the fact that, reflected in a person's head, stimulates activity, directs it to satisfy a certain need, is called a motive this activity.

One and the same act committed by children of different ages often has completely different motivating reasons.

Some types of motives can be distinguished, typical for preschool age in general, having the greatest impact on the behavior of children.

Children's interest in the world of adults;

Establishing and maintaining positive relationships with adults and children;

Self-love;

Self-affirmation;

Cognitive;

Competitive;

Moral;

Public.

Let's reveal each of the motives:

Motives of children's interest in the world of adults - It is the drive to act like adults. The desire to be like an adult guides the child in the role play.Often, such a desire can also be used as a means to get the child to fulfill this or that requirement in everyday behavior. “You’re big, and the big ones dress themselves” - they say to the child encouraging him to be independent. “The big ones don't cry” is a strong argument that makes the child hold back tears.

Game motives - These motives appear in the course of mastering play activity and are intertwined in it with the desire to act like an adult.Going beyond play, they color all the child's behavior and create the unique specifics of preschool childhood. A child can turn any activity into a game. Very often, at a time when it seems to adults that a child is engaged in serious work or diligently studying something, he is actually playing, creating an imaginary situation for himself.

Motives for establishing and maintaining positive relationships with adults and children - These motives are of great importance in the behavior of a preschooler. A good attitude from others is necessary for a child.The desire to earn affection, approval, and praise from adults is one of the main levers of his behavior.Many actions of children are explained by this desire.Striving for positive relationships with adults forces the child to reckon with their opinions and assessments, to comply with the established rules of behavior.

As contacts with peers develop for the child, their relationship to him becomes more and more important. When a child of three years of age comes in for the first time Kindergarten, he may during the first months, as it were, not notice other children, he acts as if they did not exist at all. He can, for example, drag a chair from under another child if he wants to sit down. But in the future, the situation changes. Development joint activities and the education of children's society leads to the fact that gaining a positive assessment of peers and their sympathy becomes one of the effective motives of behavior. Children especially try to win the sympathy of those peers whom they like and who are popular in the group.

In preschool childhood, they develop motives of pride and self-affirmation... Their starting point is arising at the turn of early childhood and preschool ageseparating oneself from other people, treating an adult as a model of behavior.Adults not only go to work, engage in types of work that are honorable in the eyes of the child, and enter into various relationships with each other. They also educate him, the child, make demands and achieve their fulfillment, and the child begins to claim NATO, that he was respected and obeyed by others, paid attention to him, and fulfilled his wishes.

One of the manifestations of the desire for self-affirmation is the claims of children to play the main roles in games. It is significant that children, as a rule, do not like very much to take on the roles of children. The role of an adult with respect and authority is always much more attractive. In younger and middle preschool children, self-affirmation is also found in the fact that theyThey ascribe to themselves all the positive qualities known to them, not caring about their correspondence to reality, exaggerate their courage, strength, etc.

When asked if he is strong, the child replies that, of course, he is strong, because he can lift everything "even an elephant." The desire for self-affirmation under certain conditions can lead to negative manifestations in the form of whims and stubbornness.

During preschool childhood, new motives are formed, associated with the complication of children's activities. These include cognitive and competitive motives.

Already at three or four years old, a child can literally bombard others with questions: "What is this?", "How?", "Why?" etc. later the question “Why?” becomes predominant. Often children not only ask, but try to find the answer themselves, use their little experience to explain the incomprehensible, and sometimes conduct an "experiment".It is well known how children love to "gut" toys, trying to find out what is inside them.

A child of three to four years old does not compare his achievements with the achievements of his peers. The desire for self-affirmation and the desire to gain the approval of adults are expressed in him in attempts to do something better than others, but in simple ascribing positive qualities to himself or in performing actions that receive a positive assessment from an adult. So, younger preschoolers who were asked to play didactic game and explained that the winner would receive an asterisk as a reward, preferred to perform all actions together, rather than in turn (as required by the conditions of the game), and could not resist prompting a peer if they knew the correct answer. As for the asterisk, every child demanded it, regardless of the result he achieved.

The development of joint activities with peers, especially games with rules, contributes to the fact that on the basis of the desire for self-affirmation arises new form motives - the desire to win, to be the first.Almost all board games, offered to children of middle and especially senior preschool age, and most of the sports games are related to competition. Some games are directly called: "Who is more agile?", "Who is faster?", "Who is first?" etc. older preschoolers also introduce competitive motives into activities that do not include competition by themselves.Children constantly compare their successes, like to boast, they are acutely experiencing mistakes and failures.

Of particular importance in the development of motives of behavior are moral motives, expressing the child's attitude towards other people. These motives change and develop during preschool childhood in connection with the assimilation and awareness of moral norms and rules of behavior, understanding of the meaning of their actions for other people.Initially, the implementation of generally accepted rules of behavior acts for the child only as a means of maintaining positive relationships with adults who require it. But since the approval, affection, praise that a child receives for good behavior brings him pleasant experiences, gradually the very fulfillment of the rules begins to be perceived by him as something positive and obligatory. Younger preschoolers act in accordance with moral standards only in relation to those adults or children for whom they feel sympathy. So, the child shares toys, sweets with a peer whom he sympathizes with. In older preschool age, the moral behavior of children begins to spread to a wide range of people who do not have a direct connection with the child. This is due to children's awareness of moral norms and rules, understanding of their universality, their real meaning. If a four-year-old boy, when asked why one should not fight with comrades, answers: “You cannot fight, otherwise you will get right in the eye” (that is, the child takes into account the unpleasant consequences of the action, and not the action itself), then by the end of the preschool period answers of a different order: "You cannot fight with your comrades, because it is a shame to offend them."

By the end of preschool childhood, the child understands the importance of fulfilling moral standards both in his own behavior and in his assessment of the actions of literary characters.

Among the moral motives of behavior, an increasing place begins to take public motives- this is desire to do something for other people, to benefit them.Already, many younger preschoolers can complete the task in order to please other people: under the guidance of a teacher, make a flag for babies or a napkin as a gift for mom. But for this it is necessary that the children clearly imagine the people for whom they are doing the thing, feel sympathy for them, sympathy. So that the younger preschoolers complete the work on the flags, the teacher must tell them in a vivid, figurative form about the little children who are brought up in the nursery, about their helplessness, about the pleasure that the flag can give them.

On their own initiative, children begin to do work for others much later - from the age of four or five. During this period, children already understand that their actions can benefit others. When younger preschoolers are asked why they do the assignments of adults, they usually answer: "I like it," "Mom told me." For older preschoolers, the answers to the same question are of a different nature: "I help, because it is difficult for grandmother and mom alone," "I love mom, so I help," "To help mom and be able to do everything." Children of different preschool age groups also behave differently in games, where the success of the team to which he belongs depends on the actions of each child. The younger and part of the middle preschoolers only care about their own success, while the other part of the middle and all the older children act to ensure the success of the whole team.

In older preschoolers, one can observe a completely conscious fulfillment of moral norms associated with the help of other people. Changes in the motives of behavior during preschool childhood consist not only in the fact that their content changes, new types of motives appear. Subordination, hierarchy is formed between different types of motives. , motives: some of them become more important for the child than others.

The behavior of a younger preschooler is indefinite, lacks a basic line, a core. The child has just shared a gift with a peer, and now he is already taking the toy away from him. Another jealousy helps the mother to clean the room, and after five minutes she is naughty, does not want to put on trousers. This happens because different motives replace each other, and depending on the change in the situation, behavior is guided by one or another motive.

The subordination of motives is the most important new formation in the development of the personality of a preschooler. ... The emerging hierarchy of motives gives a definite direction to all behavior. As it develops, it becomes possible to evaluate not only individual actions of the child, but also his behavior as a whole as good or bad. Ifthe main motives of behavior are social motives,observance of moral norms, the child in most cases will act under their influence, not succumbing to opposite impulses, pushing him to, for example, offend another or lie.

On the contrary, the predominance of the child's motives forcing him to receive personal pleasure, to demonstrate his real or imaginary superiority over others, can lead to serious violations of the rules of behavior. This will require special educational measures aimed at restructuring the unfavorable foundations of the personality. Of course, after the subordination of motives has arisen, the child is not necessarily guided by the same motives in all cases. This does not happen in adults. Many different motives are found in the behavior of any person. But subordination leads to the fact that these different motives lose their balance, line up in a system. A child may abandon attractive play for a more important, albeit possibly more boring, adult-approved activity. If the child has failed in some meaningful business for him, then this cannot be compensated for by the pleasure received along the “other line”. So, a child who did not cope with the task was told that he was still great, and, like other children, he received a candy. However, he took the candy without any pleasure and resolutely refused to eat it, but his grief did not diminish in the least: because of the failure, the candy he received became "bitter" for him.

Victoria Kalugina
Formation of initiative and independence in older preschoolers in play activities

Modern Primary School makes high demands on the level of readiness of children preschool age to schooling. Kindergarten, being the first step in the education system, performs an important function of preparing children for school. Because how high quality and timely preschooler will be prepared for school, the success of his further education largely depends.

Among the qualities of a future student, researchers highlight independence of the child, because it contributes to the development of his personality as a whole. V recent times established "humanistic" approach to development baby: he was recognized as having the right to be a person. A independence- a faithful companion of personal development.

What is independence? It would seem that the answer lies on the surface, but everyone understands it differently.

This is an action that a person carries out himself, without the help and advice of others;

Ability to rely only on oneself;

Freedom to express your feelings, creative ideas;

Ability to manage yourself and your time;

Ability to set new tasks and solve them most.

It is difficult to object to these definitions. They point exactly to human independence... What is included in the concept « independent activity» .

« Independent activity» AI Zimnyaya is most fully defined. By her definition, “ independent activity is presented as purposeful, internally motivated, structured by the object itself in the totality of actions performed and corrected by the process and result activities... Its implementation requires a fairly high level. self-awareness, reflectivity, self-discipline, personal responsibility, gives the child satisfaction as a process self-improvement and self-knowledge».

Thus," independent activity, or amateur performance"Is a subjective, actually individual self-governing activity, with personality conditioned components: goal, leading need, motivation and ways of implementation.

On independence the child's intellect, emotional state, physiological and individual characteristics affect, a large place is given to inventory.

With the concept « independent activity» closely related concept « self-activation» Is a subjectively related intrinsic motivation activities.

Of particular importance for development in preschool age has stimulation and maximum use of motivation to achieve success in academic, work and play activity of children.

The process itself independent activity is presented in the form triads: motive - plan (action)- result.

The motive prompts the child to activities... It can be created by different conditions:

- enrichment of the arsenal of skills;

- encouraging children through changing conditions;

- setting new tasks.

The value of play in the development and education of a personality is unique, since play allows each child to feel himself a subject, to manifest and develop his personality, subjectivity, initiative.

The process of interaction of children in play is a means of developing their independence.

Usage game techniques and methods, their sequence and relationship will contribute to solving this problem.

To identify the level of manifestation initiatives in children at home, we conducted a survey of parents.

The data processing results showed that the level initiative in the game is not sufficiently formed... The graph in the presentation shows that only 10% of children know how to play on one's own, without the help of an adult. Only 30% of children have a preparation phase for the game, which shows us the inability of most children to set a goal in the game, and this is one of the main components independent activity... But on the other hand, most of the children (60 and 70%) makes contact on its own initiative playing with children and adults.

All children show imagination in the game, which indicates formation the initial stages of the plot play activities.

So, according to the results of this survey of parents, those difficulties were identified that were worked out through the organization of role-playing games in the kindergarten group. A exactly: developing the ability to set a goal for the game, game task, develop game plot performing a series of sequential actions, take on a variety of roles, activate the cognitive activity of children, and achieve performance in the game. All this was realized with the help of competent leadership of the role-playing games of children senior preschool age.

As a result of the implementation this direction pedagogical impact were obtained the following data:

From the data of the graph, an unambiguous positive dynamics: ability to play on one's own, without the help of an adult, it was found in 50% of children (an increase of 40%, a phase of preparation for the game appeared in 60% of children (an increase of 30%, an increase of 20% in the number of children who come into contact with peers in their own way). initiative in the game.

Based on the data obtained, the following conclusions can be drawn that the conditions development of independence and initiative as well as social gaming experiences are:

1. Game teacher, i.e., the carrier gaming experience.

2. Use of games in the work different kind, special emphasis is placed on role-playing games.

4. The interests and desires of children are the starting point for the stories of the games.

5. Good management and leadership play activities of children: designing role-playing games; preparation of a subject-development environment; monitoring skills development play activities as well as social skills: independence and initiative.

An important task is formation of the ability to independently assign roles using various draws.

When guiding the role-playing games, we used the following techniques (usually indirect):

1. Straight:

introduction of attributes that do not require special training,

taking on the role of a hint during the game,

adding a new attribute,

direction of the game in the right direction,

switching attention to another game situation.

2. Indirect:

reading excerpts from newspapers and magazines,

viewing pictures and posters,

making attributes in the classroom for work,

conversations, acquaintance with the work of adults.

Sometimes, when assigning roles, an adult can assign roles, guided by a specific pedagogical task (encouraging a newcomer, including a timid one in the game, or he himself is included in the game.

ANNEX 1

Carrying out plot- role play "Polyclinic"

Tasks:

Enrich play and personal experience of children, expand the understanding of the surrounding reality.

Use artwork as a source information and impressions.

- To shape interest in classical music.

Activate in speech and clarify the name of the instruments, medical professions, teach to understand the purpose of professional actions.

Develop children's social relationships through understanding the professional adult activities.

Enrich the understanding of the work of doctors of different disciplines (pediatrician, ENT, optometrist, nurse etc.).

Learn to name and convey professional actions of medical workers in the game.

- To shape grammatical structure of speech, culture of communication, ability to explain, answer questions.

- Form a dialogical form of speech.

To foster respect for the work of the medical profession.

Promote the expansion of the range of role-playing activities.

To learn to perform the actions provided for by the role, to coordinate them with the interests of comrades.

Use your knowledge and experience, mutual assistance in the game.

Contribute the formation communication skills.

- Formation friendly and attentive attitude to each other.

Preparing to play:

1. Making attributes:

Making certificates from paper;

Making tablets and vitamins from plasticine;

Collecting empty boxes of medicines and vitamins;

Production of medical records.

2. Enrichment of impressions:

Examination of illustrations for the work of A. Barto "Tamara and I are orderlies";

Listening to a piece of music by P. Tchaikovsky "Doll's disease";

Examining a plot picture "At the doctor";

Reading the fairy tale by K. Chukovsky "Aybolit";

Excursion to the kindergarten medical office;

Reading an excerpt from the work of V. Mayakovsky "Who to be";

Invite parents with children to go on an excursion to the clinic;

Didactic game "Magic chest";

Conduct a conversation following the excursion.

3. Training game techniques:

Teach the use of attributes;

Learn to lay out attributes;

Teach children who have taken on the role of a doctor, give recommendations "Sick".

Learn to unite in the game and use dialogues.

Features of motivation for playing activity of a preschool child. The need for activity as a kind of motivation component is most clearly manifested in this type of activity as play.

Play is the leading activity of preschool age, influencing the development of visual-figurative thinking of the child, the formation of an internal plan of action and the arbitrariness of behavior and activity, and thereby determining the formation of all the main psychological neoplasms of preschool age 29, p. 54. The game contains all the tendencies of development, it is a source of development and creates zones of proximal development behind the game there are changes in needs and changes in consciousness of a general type, pointed out L.S.Vygotsky 14 p. 15. Modern studies of the preschooler's play activity have confirmed the correctness of Vygotsky's ideas. it was found that the most important aspects of the psyche, in particular the formation of the child's personality, develops mainly in the game. Thanks to it, socially accepted ethical norms of behavior are singled out and comprehended in the mind of a preschooler, the main driving motive for personal development is formed - to be like an adult.

The main neoplasms of the development of the motivational-need sphere are determined by the child's emotional-effective orientation in the world. social relations, motives, tasks and meanings of human activity, highlighting the main functions of social activity.

The result of this orientation is the formation in the child of new in content social motives, the most important of which are the desire for socially significant and socially valued activity, and the motive should take a new social position 7, p. 89. There is a change in the psychological form of motives reflecting the general tendency in the development of consciousness from preconscious affectively colored direct desires to motives in the form of a generalized intention, standing on the verge of conscious 69, p. 277. In the game, the primary subordination of motives is formed, volitional motives are formed L. S. Vygotsky 14. LS Vygotsky believed that a conscious choice is possible only in the case of operating with meanings, detachment from the visual situation of one's own performance of the action.

The game, which ensures the separation of meaning from action, creates certain conditions for the beginning of the hierarchization of motives.

Play affects the behavior of the preschooler, it creates optimal conditions for the child to master arbitrary forms of behavior.

Play is the first form of activity available to a preschooler, which involves the conscious reproduction and improvement of new movements 19, p. 101. The arbitrariness of behavior, the origins of which lie in the child's mastery of arbitrary movements in the process of elementary games, continues to be effectively formed in role-playing games.

The magic of the role, the psychological mechanism of which is undoubtedly associated with a special motivation for activity, rebuilds the child's behavior, he begins to control himself. Following the role-model, the child suppresses momentary urges and desires, obeys the standard of behavior, which is dictated by the role. Throughout preschool childhood, while the child grows and develops, acquires new knowledge and skills, the role-playing game remains the most characteristic appearance his activities.

Features of the role-playing game are revealed in the works of psychologists L.S.Vygotsky, D.B. Elkonin, A.V. Zaporozhets 14, 69, 20. The basis of a role-playing game is an imaginary or imaginary situation, which consists in the fact that a child takes on the role of an adult and performs it in a play environment created by him. For example, playing school, depicts a teacher teaching a lesson with peers in the classroom on the carpet. A role-playing game is formed in the process of a child's life, in the course of his communication with people around him. As an activity, a role-playing game is a complex formation, consisting of researching structural components of the target, need-motivational, content, operational, and effective.

The role-playing game proceeds as a meaningful, purposeful activity during which the child sets and realizes a meaningful goal for himself to cook dinner for the doll-daughter, to cure the bear, etc. At the same time, the goals are not constant, and as the child grows and develops, they change, stop being imitative and become more deeply motivated.

The main component of the role-playing game is the plot, without it there is no role-playing game itself. The plot of the game is the sphere of reality that is reproduced by children. The plot is a reflection by the child of certain actions, events, relationships from the life and activities of others. At the same time, his game actions turns the steering wheel of a car, prepares dinner, teaches students to draw, etc. one of the main means of implementing the plot, which makes up the operational side of the game. The plots of the games are varied.

They are conventionally divided into household games for the family, kindergarten, production, reflecting professional work people playing hospital, shop, livestock farm, social games to celebrate the city's birthday, to the library, school, flight to the moon. The content of the game, notes D.B. Elkonin, 69 is that which is reproduced by the child as the central and characteristic moment of activity and relations between adults in their everyday, work, social activities.

Therefore, the content of the games is fragmentary, illogical. Kids often repeat in the game the actions with toys shown by adults and related to everyday life fed the bear - put it to bed again fed it and put it to bed again. A.P. Usova 64 described such games as action games. Moreover, interest in actions often dominates, so the goal of the game escapes the child's field of vision. Olya sat her daughters at the table, went to cook dinner, got carried away with activities with pots, pans, and the daughters were never fed.

However, on the border of the third and fourth years of life, games become more meaningful, which is associated with the expansion of children's ideas about the world around them. Preschoolers begin to combine different events, including episodes from their own experience and from literary works that have been read to them or, which is especially valuable, shown through narrative-didactic games, illustrations in books, table theater, filmstrips, into games. In the fourth and fifth years of life in the games of children, the integrity of the plot, the interconnectedness of the events being reflected, is observed.

Preschoolers develop an interest in certain stories, in which they have played before in the family, hospital, construction workers, transport, etc. Children respond vividly to new experiences, weaving them, like storylines, into familiar games. The enrichment of the content is helped by the interaction of children in the game, when each brings something of his own, individual. For example, Seryozha, whose dad is the captain of a river boat, invites the teacher to take the children along the Moskva River. Having received consent, he builds a steamer out of chairs, meets passengers on board.

At this age, generalization and truncation of the situations depicted in the game begins, which are well mastered by the child in real life and do not cause him much interest. So, if a kid, playing in kindergarten, eats for a long time, drinks from cups, then children of the fifth year of life finish their lunch barely bringing a spoon to their mouths. Sometimes children are limited to symbolic actions, the sailor floats around the room, which has become as if the sea. Children of older preschool age deliberately approach the choice of the plot, discuss it in advance, and plan the development of the content at an elementary level. New plots appear that are inspired by impressions gleaned outside preschool based on cartoons, books read at home, stories of parents, etc. Currently, travel games are widespread, including space games, the sphere of displaying adult labor has expanded; servicing labor in a bank, in transport, security and law enforcement, etc. generalization of game situations continues, in addition to conventional and symbolic actions, put his head on his palm - the children fell asleep actively using speech comments Everything seemed to be asleep - and immediately go to the hall for the holiday! Let's so we have already flown to Africa These speech comments are a verbal substitution of any events.

Children use them so as not to violate the logic of the deployment of the content of the game. Thus, during preschool childhood, the development and complication of the content of the game is carried out in the following directions - strengthening the purposefulness, and therefore the consistency, coherence of the depicted - a gradual transition from an expanded game situation to a minimized one, generalization of what is depicted in the game, the use of conditional and symbolic actions, verbal substitutions ... The variety of content of role-playing games is determined by the children's knowledge of those aspects of reality that are portrayed in the game, the consonance of this knowledge, interests, feelings of the child, and his personal experience.

Finally, the development of the content of games depends on the child's ability to highlight characteristics in the activities and relationships of adults.

Each role contains its own rules of behavior, taken by the child from the surrounding life, borrowed from relationships in the world of adults.

Submission of the child to the rules of role behavior is essential element role-playing game. The deviation of any of the players from these rules provokes protests from partners in the game. You cannot argue with the captain! or the Captains give a loud order, and you ask the sailor to wash the deck! Thus, for preschoolers, the role is a model of how to act.

Based on this sample, the child evaluates the behavior of the participants in the game, and then his own. The role appears in play at the border of early and preschool age. In the third year of life, the emancipation of a child from an adult is observed. At the same time, the preschooler's desire to act independently, but as an adult, grows. Then, while playing, the baby begins to perform individual actions, characteristic of any adult, puts the doll to sleep, like a mother, although she does not call herself the name of an adult.

These are the first beginnings of the role. One more sign should be attributed to them, the child voices a toy, speaking on her behalf. Throughout preschool childhood, the development of a role in a plot-based role-playing game proceeds from the performance of role-playing actions to role-images. In younger preschoolers, everyday activities predominate: cooking, bathing, washing, transporting, etc. Then role designations appear associated with certain actions: I am a mother, I am a driver, I am a doctor. The role taken gives a certain direction, the meaning of actions with objects, the mother chooses toys or objects for playing that are necessary for cooking dinner, bathing the child, the doctor picks up a pencil for treatment, tears pieces of paper for mustard plasters, pours an imaginary medicine from a bottle, etc. Children prefer to play the roles of those adults whose activities require certain attributes from the mother - a set of household items, from the doctor - medical instruments, medicines, from the driver - a vehicle.

Thus, in playing the role, children of younger preschool age use toys, real objects a spoon, a basin for bathing dolls, as well as substitute items, a pencil or a stick becomes a knife, spoon, thermometer, syringe in play. Role interaction is carried out through object-play actions, the doctor treats the patient by measuring the temperature, giving injections, etc. In the middle preschool age, role performance becomes a significant motive for play activity, the child develops a desire not just to play, but to perform this or that role. The meaning of the game for a preschooler 4-5 years old is the relationship between the characters. Therefore, the child willingly takes on those roles in which the relationship in which he understands, the teacher takes care of the children, the captain navigates the ship, makes sure that the sailors work well, so that the passengers are comfortable. The child depicts these relationships in the game with the help of speech, facial expressions, gestures.

At this age, role speech becomes a means of interaction.

Since children develop a selective attitude towards certain roles, their distribution before the start of the game is a rather emotional process.

An adult's help is needed. In the older preschool age, the meaning of play lies in the typical relationships of the person whose role is played by the child with other persons whose roles are assumed by other children. In games, role-playing dialogues appear, with the help of which relationships between characters are expressed, game interaction is established.

For the quality of the role, the attitude of the child to it is important. Therefore, it should be borne in mind that older preschoolers are reluctant to perform roles that, according to their ideas, do not correspond to their gender. So, boys refuse to play the role of an educator, head of a preschool institution, while playing school they agree to be only a physical education teacher. In fulfilling the role, the child takes into account not so much external logic, the sequence of actions is a free lane at the airfield, which means that the plane can land as many meanings of social relations the lane is free, but you need to ask the dispatcher so that an accident does not happen. The main result of the child's play is satisfaction, joy and pleasure obtained from the very process of the game. Along with this, there is a second result hidden from the child - this is the enrichment and consolidation of children's ideas about the life, activities and relationships of people, as well as the forming companionship between children, the system personal qualities a variety of cognitive interests and mental abilities.

Playing with rules, just like plotting play, is an element of children's subculture, a part of children's life from preschool to adolescence.

Considering a game with rules as a sociocultural phenomenon, one of the types of traditional games, i.e. games passed down from generation to generation, researchers first of all note its inherent stability of form, preservation basic structure with a variety of options I. Ivich, 1987 H. Schwartzman, 1978 Play and Culture, 1987 21, 72, 73 According to H. Schwartzman 72, playing with rules belongs to the category of activities that give pleasure, i.e. has a characteristic that combines it with other types of games and entertainment.

At the same time, the game with rules has a complex distinctive features... These include an organized structure, a competition, the presence of two or more competing parties, criteria for determining the winner of the winner, a contract agreement on the rules.

All these features appear in the definition of H. Shvartsman 72 as ranked, without any hierarchization. A more general criterion is proposed for limiting the game with rules from other types of activity, the presence of formalized rules. For example, I. Ivich 1987 21, developing international project on the collection and preservation of traditional games, emphasizes that the game with rules is characterized by the presence of a clear system of rules, which obeys the behavior of the players.

The rules are impersonal, contractual, or circumstantial to all participants. This does not exclude different options games and modifications of the rules, but as soon as the participants have agreed on the rules and version of the game, they are obliged to comply with I. Ivich, 1987. P.145 21. Apparently, if we group together all the features indicated by the research, the game with the rules can be most fully defined through two specific components formalized, conventional, impersonal, contractual, binding on all rules and a well-founded relationship with the establishment of the priority of winning by one of the parties.

Various classifications of games with rules have been developed. The most general clear classification according to the degree and nature of the skills and abilities required by the game is given by H. Shvartsman 72 1 games based on the dexterity of physical competence 2 strategic games requiring the mental competence of the player. At the same time, Kh. Shvartsman 72 indicates that these pure types are rarely found in culture, more often in a particular game their elements are mixed, although some may be predominant.

Children's games can be distinguished for various reasons 1. according to their specific characteristics - into plot games and games with rules, and the latter can be considered within the framework of more detailed classifications 2. according to the form of their organization and the degree of regulation by adults in order to solve educational and educational problems - for independent play activity of children and didactic play with content specially introduced by the teacher. Narrative games and games with rules differ in the type of relationship and the nature of the combination of interests of the players.

V story game if it proceeds as a joint it is a relationship of complementarity, participation in the meaning of the partner's actions in each next step of the game, or simply the independent actions of each. In a game with rules, this is a competition relationship associated with the establishment of superiority in something by one of the players. As a central characteristic, we can single out the result of the game - the win. Essentially, in it, as a focus, they gather, on the one hand, compatibility and competitiveness can only be won against others, on the other hand, joint and competitiveness can only be won against others, on the other hand, the impersonal, obligatory writing and the cyclical nature of the activity of the rules equalize all players, the renewal of the cycles opens up the prospect of success for all. It is the win that gives this activity a playful character with its unpredictability and unexpectedness. The presence of a win distinguishes a game with rules from a simple exercise, actions with didactic material, although there are common features- obtaining a predetermined end result, the presence of rules for action with the material. Consider general scheme the process of deploying a game with rules.

Initially, the players must take equal starting positions.

This means that it is fair for everyone to distribute the functional places in the game of functions with preferential activity, if such are assumed, the order of the participants entering the game, etc. Then the game cycle must be deployed, concrete actions assumed by the game must be implemented, which ends with the determination of the winner.

Further, in order to repeat the game cycle, the starting positions of the players must be redefined. All these points involve the use of three types of rules. The first are normative rules or normative ways of regulating joint activities that implement the moral principle of justice, the second is the actual game rules, specific prescriptions that determine the actions of the participants in each game, and, finally, the criterion or rules for determining the winnings - determining the winner, which make it possible to fix the primacy of one of the players whoever wins before everyone else, whoever wins the most, etc. The participants in the game must master all these types of rules in order to develop the process of joint activities. It is commonly believed that playing with the rules is of great importance for the physical, sensory, and mental development of children, carried out at the expense of the content, the material on which each specific game unfolds. However, the specific developmental significance of a game with rules is primarily associated with its specific characteristics.

Play with rules is especially important for the development of normative regulation of behavior in children, namely normative regulation, and not just arbitrary action. In the game with the rules as a cooperative activity, requiring compliance with the rule of the norm, which is mandatory for all participants, there is a need for mutual normative regulation of control over the implementation of the rules - an important moral component. moral development child S.G. Yakobson, 1984 E.V. Subbotinsky, 1983 J. Piaget, 1932, etc. 70, 59, 71 In this type of play, conditions and necessity are created for the development and actualization of normative ways of realizing the moral principle of justice by children in independent activity ...

The general structure of the game with the rules contributes to the emergence of adversarial relations between children, the development of the desire for success in achieving a certain result, comparing his achievements with the results of his peers, and this comparison, distinguishing himself from others is carried out by the child independently in accordance with the criteria available to him. The child's experience of experiencing temporary failure, which is not yet socially significant, harmless activity, like play, is also important. The significance of the experience of experiencing one's failure, acceptance for more stable, orderly reactions of the child to frustrating reactions is further pointed out by a number of researchers, see Play and Culture, 1987 73. In addition, play with rules, like other types of joint children's activities, have a significant impact on the child's mastery of various typical forms of interaction, simultaneous and sequential - alternate actions with others, the exchange of functionally - distributed actions within the group and between teams, etc. on the development of the ability to contract, preliminary coordination of forthcoming actions.

We considered it necessary to give an overview of issues related to the development of role-playing games with rules in normally developing children, since this will make it possible to better understand the features of the formation of motivation for play activity in children with intellectual disability, since the formation takes place with an orientation towards the development of motivation for play activity in the norm.

Chapter II Analysis of the results of experimental studies of the motivation of playing activity. 2.3 Research methods. 2.3.1. Experiment Magic room 2.3.2. Methodology Game selection. 2.3.3. Observation during play activities. 2.3.1. Experiment Magic room. Purpose Research of relationships between children 5-7 years old. 1. Revealing the peculiarities of communication of children in the process of play activities. 2. Allows you to build a hypothesis about the possible reasons for the popularity of the child. 3. Allows you to receive clarifying information about the emotional and personal preferences of the child. Instruction Imagine that a magician came to you and invited you to his castle. This castle has a magical room, which contains all the games, all the toys that can be found in this world.

You can come to this room and do whatever you want in it.

But there are two conditions: you must not go there alone, take with you two whoever you want.

And yet, everything that you do there, you yourself will offer. Questions 1. Who will you take with you? It is necessary to clarify what kind of children they are, and how old they are. 2. Now you have come to the magic room.

What do you propose to do there? What and how to play. 3. Okay, everyone played.

And then the children said that they were tired of it, and they would not play anymore. What do you suggest next? 4. What other games can you offer? 5. You suggested, but the guys don't want to play like that.

What will you do? Interpretation Initiative and position in communication 1. The child easily makes various, clear-cut proposals for joint play. Interpretation In real play interaction, the child will also be initiative. He takes on the main roles in the game and takes a leading, dominant position in communication. Dominance can be positive or negative. If it is positive, the child kindly, constructively resolves the conflicts that arise, taking into account the opinions and desires of others.

With negative - authoritarianism, the desire to achieve the goal in any way. 2. If a child offers 1-2 options for a game, he does not always imagine its course and finds it difficult to assign roles. Interpretation In real play, these children are less active, they only support it. Make suggestions and clarifications related to the role they have assumed. They choose roles of average importance for themselves. They take a subordinate position in communication. They are not very popular, but they also do not find themselves in isolation. 3. Children who refuse to take the initiative.

At best, they offer one version of the game and cannot tell about its intention. Interpretation In a real game, they are passive participants. They get minor and unattractive roles. They take a subordinate position in communication. Development of gaming skills. 1. The child can offer several options for role-playing games, games - dramatization or games with rules. Can talk about the course of the game, its rules, assign roles. Interpretation High level game skills. 2. The child can offer one version of a role-playing game or a game with rules, or only tabletop-printed ones.

Interpretation The average level of development of playing skills. Various types of games were offered: role-playing, construction-constructive, didactic, desktop-printed, etc. Each child chose 3 times. Instruction 1. Questions I will offer several games, and you choose one of them that you would like to play now. 2. Let's play with the children. 1. Why did you choose this game? 2. What are you going to play with me then? 3.Which child do you want to play with? Why? Evaluation The analysis was qualitative and the results were recorded.

Observation during play activities. Purpose Observation of the features of game activity during the experiment and methodology. In a situation of examination, the child is given the opportunity to choose toys and act with them. Observation begins from the moment when the child approaches the toys.

The presence of an emotional reaction to toys, an interest in them, a desire to play and a purposefulness of actions are recorded. Evaluated - manifestation of interest in toys, emotional reactions and statements, requests - selection of toys thematic selection, in order to organize some kind of game or random, in order to collect more toys, regardless of their purpose - persistence of interest in a toy, how long does one play with one toy, organizes whether there are actions with it - the adequacy of the use of toys; the correspondence of the use of the object to its intended purpose. Inappropriate use tear, break, lick, suck, try to take in your mouth absurd actions with objects - actions not dictated by the logic of the game or the quality of the object - the possibility of organization and the level of independent play manipulation, procedural play, play with plot elements - the nature of the game is monotonous or not , the presence of creativity - behavior during play activities, emotional reactions, the ability to switch to other games, reaction to the participation of an adult. The study of the interests of the child, his needs is carried out in parallel with the study of the game. The results were recorded in the table. 2.2

End of work -

This topic belongs to the section:

Development of motivation for play activity in preschoolers with intellectual disabilities

There are too many Unknown, playing forces in each of us A. A. Blok The urgency of the problem of motivation. The problem of motivation as the most important structural element in the system .. Its study is of great importance, both for the theory of psychology and for social practice.

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