According to the common classification, all games can be attributed to one of the two large groups. The difference in the form of children's activity and adult participation. The second group are educational games that provide for the presence of an adult. It creates the rules and coordinates the work of children before reaching the result.

These games are used for the purpose of learning, development, upbringing. This group includes entertainment games, dramatization games, musical, dodactic, movable.

Problems of the game of modern preschoolers

An important part of the game is the conscious attitude of children to fulfill the rules of role-playing behavior, which displays the depth of development of reality. The role calls on children to obey certain rules of behavior and follow the social standards.

Scene creative games are given a little time, and their content often does not correspond to the peculiarities of the subculture of the modern child. Leadership of preschoolers in children's garden The imprint of excessive didactism is carried out and is carried out by analogy with the conduct of training sessions, often on obsolete and uninteresting modern children in a strictly regulated subject-gaming environment.

The system of relations occurs - see Fig. 35: Game - objective reality; - Preceding experience of gaming activities. Thus, three principles of gaming activities are lined up. Fig. 35. The logic of allocating the principles of gaming activity in is a waste from reality, but there is also penetration into it.

Article on the theme: "Modern children - modern games": problems of organization of game activity in the DOU and family

"Who can teach a new, Leleai old, maybe a teacher" Confucius wants to figure out what our kindergarten lives now, we spent the "modern kindergarten" with the teachers, where, divided into 3 groups, teachers painted trees in the garden. One group drew a tree "child", another "parent", the third "employee".

Each tree portrayed dreams, interests, aspirations of each participant of educational relations.

Modern requirements for the organization of gaming activities

The child seizes the game, pulling into the world of the game, into the world of playing people. This is naturally happening when the child is in a multi-year group, which includes several generations of children. Children in such different age groups Have a different level of the game: older children use all possible ways to build a game, and younger children are connected at an affordable level, penetrating the overall "spirit of the game".

How much is it worth writing your job?

Used literary sources 1. The formation of the gaming activities of children of preschool age in many scientific treatises on a variety of theme, in artworks there are observations of children and adult games or judgments about them.

Gorgeous, psychologically delicate paintings of the children's game Drew V.

Hugo, L.N. Tolstoy. Certificate of living history are the games of Soviet children, described by A.Gaidar, A.

The game is the leading type of childhood of preschool children "

Imagination, need to convert the surrounding reality.

Man appearing in, this ability to create a creative transformation of reality in the game for the first time and is formed. In this ability, displaying, transforming reality, is the main thing that this is that the game, turning into an imaginary situation, is a waste from reality? Yes and no.

Report of the problem of organizing game activity of children in modern kindergarten

The second requirement - the ability of the child to certainly navigate in the system of human relationships, t.

to. directed to their reproduction. The third requirement is the formation of a real relationship between playing children. Joint is impossible without coordination.

The first method - the leadership of the plot children was developed by D. V. Mengeritsky.

"The problems of organizing the game activity of children in the modern kindergarten" developed: The educator of the Central Group No. 10 of Chlutun Irina Vasilyevna is a special activity that blooms in childhood and accompanies a person throughout his life.

There are a number of theories that consider the game from two points of view: as activities in which the child develops integrity, harmoniously, comprehensively; Playing as a means of acquiring and studying knowledge.

Introduction

Classification of games

1 Age Address Games

2 plot role-playing game

3 methods of conducting plot role-playing games

Requirements for the game

Planning games

Organization of the subject and spatial environment for organizing gaming activities

1 Safety toys

Conclusion

BIBLIOGRAPHY

Introduction

"In the game, as in the mirror, a picture of an understanding of the child of the outside world is reflected, his attitude towards him is - that is, the inner world of the child. It discloses its ability to interact with the environment, transform it and yourself "

Preschool childhood - age-related stage in a decisive degree determining further development man. L.I. Bozovic, G.M. Brizlav, K. Bühler, L.S. Vygotsky, A.V. Zaporozhets, G.G. Kravtsov, A.N. Leontyev, M.I. Lisin, J. Piaget, S.L. Rubinstein, D.B. Elkonin recognize that this is the period of the birth of the person, the initial disclosure of the creative forces of the child, independence and the formation of the foundations of individuality. The most important condition for the development of children's individuality is to master the position of the subject of children's activities. The game is one of the leading activities of the child in preschool childhood. In the game, the child seeks to learn what he still does not know how, in the game there is direct communication with peers, moral qualities are developing.

The game is a self-valid form of activity of a child of preschool age. According to L.S. Vygotsky, O.M. Dyachenko, E.E. Kravtsova, the replacement of the game by other activities is impoverished by the imagination of a preschooler, which is recognized as the most important age-related neoplasm. V.V. Vetrov, M.I. Lisina, E.O. Smirnova L.M. Clarin, B.I. Loginova, N.N. Falks believes that the replacement of the game by other activities is hampered by the development of communication both with peers and with adults, impoverished the emotional world. Consequently, the timely development of gaming activities, the achievement of creative results in it is particularly important.

purpose of work- To study the forms of game activity in the MKDOU Kindergarten "Malinka", modern requirements for the organization of gaming activities.

Tasks:

1)study pedagogical literature on the problem of research;

)allocate the features of the organization of gaming activities in different age groups;

)determine the methods of working older education when assisting educators in the development of children's gaming activities.

Research methods - Studying the literature, analyzing game activities in the MKDOU of the kindergarten "Malinka".

Object research is playing activities in the MKDOU Kindergarten "Malinka".

Subject of research are the features of building and organizing the game activity of children of different age groups

The game is a cross-cutting mechanism for developing a child (paragraph 2.7. GEF to), through which the content of five educational areas is being implemented:

"Socially communicative development";

"Cognitive development";

« Speech development»;

"Artistic - aesthetic development";

« Physical development».

1. Features of the organization of gaming activities in Dow

The game is the main activity of children, as well as the form of children's activities.The specific content of game activity depends on the age and individual characteristics of children, is determined by the tasks and objectives of the program, this is reflected in the standard of pre-school education. In paragraph 2.7. GEFs are defined by the features of the development of the child's game activity:

in infant age (2 months - 1 year) Direct emotional communication with adults, manipulation with objects ...;

in early age (1 year - 3 years) - subject activity and games with composite and dynamic toys ... Communication with adults and joint games with peers under the guidance of an adult ...;

for kids preschool age (3 years - 8 years) - gaming activities, including plot-role-playing game, game with rules and other types of games, communicative (communication and interaction with adults and peers).

For the development of the child, it is important to develop game activities because it will achieve formation of social and regulatory age characteristics (paragraph 4.6 of the GEF to):

the child seizes the main cultural activities, manifests the initiative and independence in different types activities - game, communication, educational and research activities, design, etc.;

able to choose a deal of classes, participants in joint activities;

the child actively interacts with peers and adults, participates in joint games. It is able to negotiate, take into account the interests and feelings of others, to empathize and rejoice in the success of others, adequately manifests their feelings, including the feeling of faith in oneself, tries to resolve conflicts;

the child has a developed imagination, which is implemented in different activities, and above all in the game;

the child owns various forms and types of the game, distinguishes the conditional and real situation, can obey various rules and social standards;

the child owns a good speech well, can express his thoughts and desires, can use speech to express their thoughts, feelings and desires, building a speech statement in a situation of communication.

2. Classification of games

Classification of preschool children's games (according to E.V. Zvorygin and S.L. Novoselova).

1.Games arising from the initiative of the child (children):

Independent games:

Game - Experimentation

Independent story games:

Scene - displayed

Scene - role

Director

Theatrical

2.Games arising from an adult initiative:

Educational games:

Scene-dodactic

Movable

Music and didactic

Leisure games

Games - Entertainment

Intellectual

Festive - carnival

Theatrical - staged

) Games coming from historically established traditions:

Traditional or folk.

1.1 2.1Age Address Games

Game addresses (years of children's life) ClassificePodvids12345671234Games arising from the initiative of the child's experimentation game by animals and people With natural objects Communication with people With special experimental toys Scene amateur-and-imaging Scene - role Directorical Theatrical Games related to the original Initiative Adult Educational Games Autodidactic Subsection Scene - didactic Movable Musical Educational - subject didactic Leisure games intellectual Fun Entertainment Theatrical Festive carnival Computer Folk games coming from historical traditions of ethnos ritual games iconic Family Seasonal Training gameintellectual Sensomotine Adaptive Leisure Game Figure Silent Introducing-and-track

1.1 2.2Scene-role game

D.B. Elkonin called the plot-role-playing activity of a creative nature in which children take roles and in generalized form reproduce the activities and attitudes of adults using substituent items. Collecting first actions with objects, then with substituents, the child in the game gradually begins to think in the inner plan.

Researchers identify various structural elements of the game - the main and transition to the plot-role-playing game occurs at the moment when the child takes roles. Aged 3 to 5 years, children are on initial stage The development of the plot game. Children are happy to display household episodes from the family life in their games. With enrichment of ideas about the world around the world, adult activities are increasingly displayed. Thus, the main component of the plot game is the plot, without it there is no scene-role-playing game. The plot of the game is this sphere of reality that is reproduced by children.

Depending on this scene-role games are divided into:

games for household scenes: in "House", "Family", "Holiday", "Birthdays" (a great place is given to the doll).

games for manufacturing and public topics, which reflect the work of people (school, shop, library, mail, transport: train, plane, ship).

games for heroic-patriotic topics, reflecting the heroic feats of our people (heroes of war, cosmic flights, etc.).

games on the topics of literary works, film, television and radio programs: in "sailors" and "pilots", on the content of cartoons, movies, etc.

Before you start playing, the children come up with the idea, they find an embodiment of the idea of \u200b\u200bvarious events. Junior preschool children Quite often requires an adult help in order to appear the idea of \u200b\u200bthe game. The educator creates a game situation, contributes new toy. As they enrich gaming and life experience, children begin to determine what they will play.

So, complication in the development of the game skill is expressed as follows:

first, the plan of the game appears on the initiative of an adult;

then - with an adult;

in the future, the child defines the plan of the game on his own initiative.

The intentions of children's games can be both monotonous and diverse. Than a variety of ideas, the more interesting gameand this directly depends on the impressions of the world around. Therefore, so that the plans of the games are diverse, and the games are meaningful, a serious approach to planning and conducting work on familiarization with the outside world is required (educational area "cognitive development" (paragraph 2.6 of the GEF to).

Cognitive development involves the development of the interests of children, curiosity and cognitive motivation; formation of cognitive actions; the formation of consciousness, the development of imagination and creative activity; Formation of ideas about themselves, other people, objects of the surrounding world, etc.). The decision of the teacher of the tasks of this educational region will allow children to successfully develop in integration the content of other educational areas, including OO "Social and Communicative Development": Communication and Interaction in the plot-role-playing game, the ability to be attentive to feelings and emotions of others, etc. .

2.3 Methods of organization of plot-role games

As the main method of organizing plot-playing games, you can use the integrated method of pedagogical support for amateur games (E.V. Zvorygin and S.L. Novoselova). The content of the work is organized in accordance with the age of pupils:

Group early age - the admission of children to different games: subject (including composite and dynamic toys), the simplest plot, movable; Transfer of subject action into action semantic in context gaming situation.

-I junior group - enrichment of children's playful experience through joint adult games(individual and small subgroups), formation and development of game action, the simplest game interaction, understanding the conventionality of the gaming situation.

Medium group - mastering and developing role-playing behavior, support for game associations of children, enrichment of game interaction, expansion of the thematic focus of the story games, enriching the game experience of children through admonition to games with rules, (mobile, leisure, theatrical, people's games).

Senior group - Enrichment of gaming experience in development and complication game plot, on the organization of the subject space of its own game through the collaboration with the educator of the game subgroups; Creating conditions and support for the amateur game of children, the introduction of children to different types of games (mobile, with rules, leisure, didactic, people, intellectual, etc.)

Preparatory group - formation and pedagogical support for the children's team as a playing children's community, support for independence and initiative when choosing and implementing children of games of different types; Support for moving to dialog games, games - fantasy, games in a homemade objective environment.

3.Requirements for the game

In the game with children, an adult may have two main strategies.An adult can organize the game on the basis of a pre-thought-out general direction of the plot and prepared objective and gaming materials, or he can join the already playing children. He participates with the children in the game on equal terms and can influence the content and overall course of the game the same ways that other players use. In a storyline, he may come up with the plot of the game, to make an interesting suggestion about its plot continuation, introduce a new character to the game, to create a problem situation, etc.

Directions Guidelines gamezadachi leadership playing the content of the game1. Configure to transfer events from everyday life to the game and thereby master the appointment and properties of objects. 2. Problematize the ability to put a variety of game tasks. Forming subject ways to solve game problems3. Walk unfolded game action with toys with a variety of content. 4. Together form gaming actions with subjects - substituents. 5. Subject to use game actions with imaginary objects. 6.Ind to understand the replacement of individual gaming actions by the word. 7. To ensure that children used a variety of subject ways to solve the gaming tasks. Developing autonomy8. Women in each child independence in the formulation of a variety of gaming tasks. 9. Configure children to independently choose various subject ways to solve the gaming tasks. Confessing the interaction in the game10. Increases interest in peer games. 11. To play, not interfering with each other.

To the older preschool age, the game of the child acquires "Polymethematism". The game becomes independent activities. Children always determine the idea of \u200b\u200bthe game or support the proposal of peers. They independently put game tasks.

Insofar as gaming methods The display of the surrounding world is sufficiently formed, the children easily cope with the choice of the most affordable and role-playing methods for solving gaming tasks.

Role-playing actions in the game are accompanied by a role speech, at the initial stage of the plot-role-playing game - role statements (the area "Speech Development", "Socially Communicative Development", p. 2.6 GEF to). As life experience enters, the development of sound and intonational culture of speech roles are becoming more diverse, which directly depends on the presentation of children about the environment.

Specially teach children with certain play actions is not recommended. It is important that the children themselves come up with which role actions include in the game, only in this case the game will be truly creative.

Role-playing should be expressive, which is ensured by the performance of characteristic movements, gestures, facial expressions.

For example, in the role of Mom, one girl demonstrates that mom is affectionate, fun, and the other girl in the same role is frowning, strict. At the same time, both expressively fulfill the actual role, but they have different expressive means.

Thus, during the formation of role-playing actions, attention is drawn on both a variety and emotional expressiveness of movements, gestures, facial expressions.

Scene-role-playing game involves cooperation with other players, so you need to teach children to handle role statements to the partner.

The increase in the number of role-based statements gradually leads to a role conversation. The initiator of the conversation can be adult.

Based on complication in the development of the game, the tasks of players are complemented by the following:

Protect children to take a variety of roles.

It is possible to use various emotional expressive roles in the performance of the roles.

To promote the formation of the ability to accompany role-playing roles with role statements facing a toy - partner, imaginary companion, adult and peer.

In the older preschool age, the game becomes independent activities. Playing try to independently resolve conflicts arising about the game.

The complication of the tasks of the game players is presented in Table 1.

Table 1

Directions of the guidance of playing the guidance of playing the Games of the game1. Hog the theme of games, contribute to the emergence of interesting designs, to implement them to put reproductive and initiative gaming tasks. 2. Do not reflect the various actions of adults, relationships, communication between people to solve gaming tasks3. It is in charge of originality, independence in the use of objectives of solving game problems. 4. Small emotional expressiveness and diversify the role actions used to display the result. 5. Connect to the manifestation of the initiative in communicating with adults and peers about the game, contribute to the emergence of role-based statements and role talking in the game. 7. Taking children to take game tasks set by peers, or tactfully refuse them, negotiate about the gaming interaction. 8. To the long-term interaction in the game independity9. To develop independence in the choice of various, interesting intentions and in the formulation of various game tasks for their implementation. 10. Select the choice of original subject and role methods to implement designs in the game. 11.Click yourself negotiate with peers in the game

4. Planning games

age Role Scene

Planning the game by type of activity during the entire educational process can be organized as follows:

Continuous directly educational activities will include a variety didactic games In accordance with the content of educational work on the relevant areas.

Educational activities in the day of the day involves the organization of leisure, mobile, theatrical games, games with rules, as well as the organization of joint-ups with the teacher of plot games that contribute to the enrichment of the playful experience of children. Here the teacher acts as a gaming partner, a carrier of gaming culture, which transfers children in the process of joint activities.

Independent activities are accompanied by the organization of pedagogical support of amateur children's games (plot-role-playing, directorial, experimentation games), as well as organized on the initiative of children themselves with rules, mobile, leisure, folk. The educator encourages the manifestations of various gaming activity, initiative, independence; Provides the possibility of free choice of topics, partners, methods and means of implementing their own activities. So conditions are created for the formation of age-related neoplasms.

5. Organization of a spatial developing environment for organizing game activity

One of the basic principles of pre-school education (paragraph 1.4 of the GEF to) is amplification (enrichment) of the conditions for the development of preschoolers. Therefore, in the third section of the standard - "Requirements for the conditions for the implementation of the main educational program of pre-school education" among the conditions necessary to create a social situation of development of children corresponding to the specifics of preschool age (§ 3.2.5), is emphasized:

creating conditions for the free choice of children's activities, participants in joint activities;

support for children's initiative and independence in different activities (gaming, research, project, cognitive, etc.);

support for the spontaneous game of children, its enrichment, ensuring game time and space.

This is the most important part of the work of teachers, which depends on the successful development of the child, which will allow the teacher to achieve the formation of targets designated in the standard.

In the requirements of GEF to a developing subject-spatial environment (clause 3.3.) Defined (clause 3.3.1 to 3.3.3), which:

1.The developing objective environment ensures the maximum implementation of the educational capacity of the organization's space, group, as well as the territory adjacent to the organization or located on a small removal, adapted to implement the program (hereinafter referred to as the site), materials, equipment and inventory for the development of preschool children in accordance With the peculiarities of each age stage: for third children The years of life is free and large space where they can be in active movement - Lazania, Catania. On the fourth year Life The child needs an expulsted center of plot games with bright features of attributes. IN middle - senone Preschool age is manifested by the need for a game with peers, create your own world of the game (the director's game: small toys, designer, layouts, etc.), in addition, the formation of psychological entities in different years of life should be taken into account in the objective and developmental environment.

2.The developing subject-spatial environment should provide the possibility of communication and joint activities of children (including children of different ages) and adults, motor activity of children, as well as opportunities for privacy.

The subject-spatial developing environment must be relevant to the requirements of the standard before (paragraph 3.3.3).

1.The developing subject-spatial medium should be a substantial-saturated, transformed, polyfunctional, variable, affordable and safe.

1) Saturation The medium must comply with the age-related possibilities of children and the content of the program. Toys have great importance. Their thematic diversity is directly related to the existing impressions of the world around the world and the gaming interests of children. Performances on the world enriched gradually, in accordance with this, a set of shaped toys is gradually expanding. Consequently, the gaming corners should not be equipped with the same toys from the beginning of the school year and to the end. We should not forget about such a simple reception in equipping the gaming environment, when some toys are removed for a while, and then return again. The newly appeared familiar toy raises a desire to play with her. In groups of the educational organization, centers of plot role-playing games are created: "House", "Shop", "Hospital", "Hairdresser", "workshop" and other center of theatricalization; various types of theaters; Shirma; Attributes, center of rude, music center, furnished furniture, toys: dolls, cars, etc. Minor toys for directorial games, wall-printed games, lotto, domino. Designers of different types, cubes, building material. Didactic material for educational activities. Layouts, cards, models, dules, group schemes, substituent items.

) Transformabilityspaces involves the possibility of changes in the subject and spatial environment depending on the educational situation, including the changing interests and capabilities of children; The possibility of a diverse use of various components of the objective environment, such as children's furniture, mats, soft modules, shirm, etc.

) Polyfunctionality Materials involves: the possibility of various use of various components of the objective environment, such as children's furniture, mats, soft modules, shirm, etc.; The presence in an organization or group of polyfunctional (not having a rigidly attic way to use) objects, including natural materials suitable for use in different types of children's activity (including as substituent items in the children's game). So, along with shaped toys, a generalized material must be presented, first of all, substituable items. Their combination allows children to implement the most courageous ideas in the game.

) The variability of the medium suggests: Availability in an organization or group of various spaces (for playing, designing, solitude, etc.), as well as various materials, games, toys and equipment, providing a free choice of children; Periodic changeability of gaming material, the emergence of new items that stimulate the game, motor, cognitive and research activity of children.

) Accessibility environment Supplements: accessibility for pupils, including children with APP and children with disabilities, all rooms where educational activities are carried out. Using major gaming material, children replace in the game not one thing, and a whole complex of objects, for example, built a ship, and cubes or plates - boats or ice floes. Make a variety of design and help in implementing the design of removable panels - paintings.

It is also free access to children, including children with disabilities, to games, toys, materials, benefits providing all major types of children's activity; Feebility and safety of materials and equipment.

) Safetythe subject-spatial environment involves the compliance of all its elements to ensure the reliability and safety of their use: cases of falling from height, falling out of the side surfaces of products, blows and bruises as a result of the latter instability, injury about sharp corners, etc.

5.1Safety toys

The security of the toy is evidenced by the availability of a certificate. In any case, the toy should not have obvious mechanical or chemical signs of danger to the health of the child. There should be no obvious signs of provoking the child to aggression and cruelty or causing fear and alarms.

In the toy or in its description there should be no coarse naturalism, including the sexual context, which goes beyond the age of the child's age competence. The toy should not humiliate human dignity or insult religious feelings, cause a negative attitude towards racial peculiarities and physical disadvantages of people. The toy should not cause psychological dependence to the detriment of the full development of the child.

The organization independently determines the means of learning, including technical, relevant materials (including expendable), game, sports, wellness equipment, the inventory necessary for the implementation of the program.

The thoughtful selection of gaming material contributes to the fact that children's games become thematically versatile. The expansion of gaming interests leads to the fact that children seek to display in games more and more diverse events.

It is important to carry out the support of the spontaneous game of children, to enrich it, ensure the time and space for the game of preschoolers.

Conclusion

The social order of the state of the education system is formulated in the main regulatory and legal documents, in the Law of the Russian Federation "On Education", the Federal State Standard of Preschool Education - is the education of an initiative, responsible person, ready to independently make decisions in a selection situation. Each type of childhood of preschool age has a peculiar impact on the development of different components of independence, so, the game contributes to the development of activity and initiative. Initiative and independence are most brightly manifested in games with rules. According to A.N. Leontiev, master the rule - it means to master your behavior. Therefore, the task of the educator to motivate the game actions of children, directly participating and emotionally placed in children's games. In the role of the organizer of the game, the educator introduces the rules to the life of a child, and in the role of a suspended observer - analyzes and controls the actions of children. Only the combination of these roles can ensure the development of will, arbitrariness, independence of preschoolers as the main social and regulatory age characteristics of children at the stage of completion of pre-school education.

BIBLIOGRAPHY

1 Kotyyrlo V.K. The role of pre-school education in the formation of a person. Kiev, 2007.

Lavrentiev TP Culture of admiration for preschoolers. Kiev, 2005.

Interpersonal relationship of a child from birth to 7 years. M.;

4 Babayev T.I., Rimashevskaya L.S. How to develop the relationship and cooperation of preschoolers in kindergarten. - S.-BB., Childhood-press, 2012.

5 Psychology of the formation and development of personality. M., 2001.

Development of social emotions in preschool children: psychological research / ed. A.V. Zaporozhets, Ya.Z. Neverovich. M., 2006.

Smirnova E., Kholmogorov V. Games aimed at the formation of a benevolent attitude to peers. // pre-school education. - 2003. - № 8. - P. 73-77.

Smirnova E.O., Kholmogorova V.M. Interpersonal relationships of preschoolers. - M., 2003.

Smirnova E., Kholmogorova V. Preschool age: Formation of friendly relationships. // pre-school education. - 2003. - № 9. - P. 68-76.

With the topic right now, to learn about the possibility of receiving consultation.

", In new Sanpines. Another problem is to restore in adults, teachers have the ability to play along with children and competently lead the children's game. Currently, there are three basic methods of leadership children. The second method is the formation method as activity - owned by N.Ya.

Mikhaylenko and N.A. Short.

It is based on the implementation of the three basic principles.

The problem of organizing game activity in modern kindergarten

There are three main methods of guide to children's game: 1 Method Designed by D.V.

Menezheritsky. The main way of influencing the children's and raising children in the game is the effect on its content (i.e.

the choice of theme, the development of the plot, the distribution of roles, etc.) The teacher must enter into, taking over one of the roles, as a partner.

2 Method - Method of formation as activities belong to N.Ya.

Preschool age

"Pre-school age / education of preschool children"

Site for kindergarten, for educators of kindergartens and parents

Consultation for educators

Nikitina I.V., Educator II Caval. categories

D / s №54 "Sparkle G.

Naberezhnye Chelny

First requirementfacing the scene-role-playing to the child is an action in an imaginary plan. The need to act in the imaginary plan leads to the development of the symbolic function of thinking in children, the formation of a plan of representations, the construction of an imaginary situation.

Second demand - The ability of the child to certainly navigate in the system of human relationships, t.

to. directed to their reproduction.

Third demand - Formation of real relationships between playing children. Joint game Impossible without coordination of actions.

First method - Guidelines for the scene games of children developed by D. V. Mengeritsky. In her opinion, the main way of exposure to the teacher to the children's game and the upbringing of children in is an impact on its content, t.

e. to choose the topic, the development of the scene gaming actionAnd the explanation of his meaning to partners - an adult or peer, and the distribution of roles and the implementation of gaming images.

Second method - Method of forming the game as activities belong to N.

Ya. Mikhaylenko and N. A. Shkova. It is based on the implementation of the three basic principles.

Third method - Organization of self-scene received the name of the method of comprehensive playing game.

He was proposed by E.V. Storgin and S.L. Novoselova. Currently, in the practice of preschool institutions, this method is often used in the presence and relationships of the following conditions: the active activities of children aimed at familiarizing the surrounding, training games.

Consultation for educators "Problems of organizing games in the modern kindergarten"

But in many preschool institutions there are artificially created gaming zones. Unfortunately, such games and attributes do not cause great interest from preschoolers. 3. With the child do not play adults.

They forget that you can teach the baby to play only playing together with him! 4. Veliko desire to "please" parents.

most of them want to give their Chado to the gymnasium, and as a result, the child has no time for the game.

There are three main methods of guide to children's game: 1 Method Designed by D.V. Menezheritsky. The main way of influencing the children's game and raising children in the game is the effect on its content (i.e.

the choice of theme, the development of the plot, the distribution of roles, etc.) The teacher must enter the game by taking on one of the roles, as a partner. 2 Method - Method of formation as activities belong to N.Ya.

", In new Sanpines.

Another problem is to restore in adults, teachers have the ability to play along with children and competently lead the children's game. Currently, there are three basic methods of leadership games of children. The second method is the formation method as activity - owned by N.Ya.

Mikhaylenko and N.A. Short. It is based on the implementation of the three basic principles.