Games for the development of volitional actions. Education of volitional qualities in outdoor games in children of senior preschool age - term paper. Need help with a topic

Introduction

Theoretical aspects of the development of will in children before school age

1. The concept of "will"

2. Development of volitional action through games at preschool age

2. Experimental study of the formation of volitional qualities in preschool children and the influence of outdoor games on their development (on the example of children of senior preschool age)

1. Description of the course of the study

2. EXPERIMENTAL RESULTS AND DISCUSSION

List of sources used

Application

INTRODUCTION

In modern psychology, childhood is assigned the role of the most important period of a person's life, during which the foundations are laid. further development his personality, the main potential and direction of this development are revealed. In numerous studies, preschool age is defined as sensitive to the development of basic mental functions, which become a kind of foundation for the further development and formation of a person. That is why the study of the factors and stages of development of a child's personality during preschool childhood is especially important for modern psychological science (Elkonin D.B., 1957, 1966; Piaget J., 1966, 1970, 1975; Bozhovich L.I., 1968; Wenger L.A., 1974; Bugrimenko E.A., 1978; Vygotsky L.S., 1982, 1983, 1984; Zaporozhets A.V., 1986; Lisina M.I., 1983, 1997; Kravtsova E.E. , 1991; Kozharina L.A., 1992; Nepomnyashchaya L.I., 1992; Kravtsov G.G., 1994; Nemov R.S., 1997; Mukhina V.S., 1999; Smirnova E.O., 1990 , 2003, 2004).

The volitional qualities of a preschooler's personality are best formed in the leading activities. This is a game, teaching, communication and work, with the dominance of the game over other activities in the psychological development of the child.

Therefore, it is very important at preschool age to create all the necessary and favorable conditions for the improvement of strong-willed character traits in various games that require perseverance and will on the part of the child to achieve the goals set in the game.

A positive role in the development of the will at preschool age is played, for example, by games - competitions of the child with other children and with adults.

Object of study: development of will in preschool children.

Subject of study: the role of outdoor games in the development of volitional qualities in children of senior preschool age.

The aim of the work is to study the influence of outdoor games on the development of volitional qualities in children of senior preschool age.

In accordance with the object, subject, purpose of the study, the following research tasks were set:

· consider the concept of "Will";

· to characterize the features of the development of volitional action through games at preschool age;

· conduct an experimental study of the formation of volitional qualities in preschool children and the influence of outdoor games on their development (using the example of children of older preschool age).

Hypothesis: the use of outdoor games favorably affects the development of volitional qualities in children of older preschool age.

Research methods:

· study and analysis of psychological and pedagogical literature;

· questioning and diagnostic methods;

· experimental methods (pedagogical experiment);

· methods of mathematical and statistical data processing.

29 children participated in the experimental part of the work kindergarten No. 71 (at the age of 5-6 years). At the first stage of our study, we studied volitional manifestations in children. The preschoolers were offered the outdoor game "Drag and drop in pairs", as well as five series of various exercises. At the second stage of the experiment, in the system of outdoor games, we used relay games, such as “Two Frosts”, “Wolves in the Den”, “Geese-Swans”, “Who Came Up”, “Whose Team is Faster”, “Rooster Fight”.

Practical significance and novelty of the work: it consists in a purposeful study of the influence of outdoor games on the development of volitional qualities of preschoolers of senior school age.

The structure of the work: the work consists of an introduction, two chapters (corresponding to the objectives of the study), a list of references.

THEORETICAL ASPECTS OF WILL DEVELOPMENT IN PRESCHOOL CHILDREN

1 THE CONCEPT OF "WILL"

In the history of philosophy and psychology, the problem of will is presented in two main variants: as the problem of self-determination and the problem of self-regulation (V.A. Ivannikov). Within the framework of the problem of self-determination, the concept of will is used to explain behavior that is determined not by cash, actual situational factors, but by abstract, ideal, speculative representations of the subject, that is, activity coming from the person himself (Aristotle, L.I. Bozhovich, G.F. V. Hegel, W. James, K. Levin, S. L. Rubinstein, V. I. Selivanov, D. N. Uznadze, A. Schopenhauer, N. Ash). The second approach in the psychology of will, associated with the problem of self-regulation, considers will as a form of mental regulation of actions and various mental processes and states (M.Ya. Basov, A.V. Bykov, L.M. Vekker, L.S. Vygotsky, E P. Ilyin, V.K. Kalin, T.I. Shulga). Thus, the concept of will is one of the most general and undifferentiated concepts in psychology, in which the problems of determining behavior, choosing and generating actions, their implementation, overcoming external and internal obstacles, regulating actions and various mental processes and states are merged.

Also, will is understood as a conscious regulation by a person of his behavior and activities, expressed in the ability to overcome difficulties in achieving the goal.

Will is a form of mental reflection of reality that allows a person to overcome obstacles, achieve a subjectively set goal, allowing a person to regulate his actions and mental processes, to realize the ability to volitional regulation.

Will is a property of a person, which consists in his ability to consciously control his psyche and actions. It manifests itself in overcoming obstacles that arise on the way to achieving a consciously set goal. The positive qualities of the will, the manifestations of its strength ensure the success of the activity. Will - a person's conscious regulation of his behavior and activities, expressed in the ability to overcome external and internal difficulties in the performance of purposeful actions and deeds. Will is the ability of a person to control his behavior, to mobilize all his forces to achieve his goals. Will is the conscious actions of a person based on his personal worldview. Will is the ability of a person to act in the direction of a consciously set goal, overcoming internal obstacles (i.e., his immediate desires and aspirations).

In general, as you can see, the will can be understood in different ways. Firstly, will is a general thing that induces to any action, that is, in principle, a conscious desire. (It should be noted that the will is not exactly desire. R. May wrote that "it is only half the truth to say that the will is a product of desire; ... desire will never manifest itself in full force, except in conjunction with the will") secondly, the will can be regarded as something that allows a person, on the contrary, to control his desires, to translate them into reality. "Will is the conscious regulation by the subject of his activity and behavior, which ensures the overcoming of difficulties in achieving the goal ...". This understanding of the will is associated with the concept of self-control, which, in turn, is associated with a system of motives and goals. Will is necessary to maintain the activity of the subject, or to suppress it. Consideration of the will in this perspective is close to the concept of freedom in existential psychology in the sense that a person who “applies” the will must, as it were, break away from the momentary situation and either turn to his attitude towards himself, his values, or turn to imagination, logic and simulate the consequences of the proposed action. In a more general sense, the will is presented by S. L. Rubinshtein. It probably includes both the first and second meanings of will. Rubinstein writes: “actions regulated by a conscious goal and attitude towards it as a motive are volitional actions.” This definition allows you to clearly limit the concept of will from the concept of desire, the concept of motivation. In this definition, there is a separation from the momentary situation in the form of an attitude towards the goal, its awareness. The relationship between motive and purpose is also important. In the case when the goal and motive coincide, at least in the mind of the subject, the subject consciously completely controls his activity, it is not spontaneous, there is a will in the activity. "Will is the ability of a system to set a goal and make efforts to achieve it."

As the main concept describing the range of volitional phenomena, most domestic psychologists use the concept of volitional action (V.A. Ivannikov, E.P. Ilyin, V.K. Kalin, A.N. Leontiev, V.I. Selivanov, P. V. Simonov).

A significant contribution to the development of the problem of will in Russian psychology was made by V.I. Selivanov, who assigned a leading role in the formation of the will to the social environment in which the life of the individual takes place. A single line of research into the development of volitional regulation from primary preschool to student age is presented in the works of T.I. Shulgi and A.V. Bykov. In their research, the authors consider volitional regulation as a complex, hierarchically organized functional structure formed by three links: motivational-incentive, performance, and evaluative results. Each link in the functional structure of the volitional regulation of the personality is formed by a specific set of components and has its own sensitive periods of development. A significant number of studies in domestic psychology is devoted to the study of the development of individual volitional qualities in the process of mastering various types of activity (educational, professional, sports, etc.).

Volitional qualities in domestic psychology are understood as volitional properties of a person as stable characteristics of his activity and relations with the real world(V.A. Ivannikov). E.P. Ilyin proposed a three-level vertical structure of volitional qualities, which includes neurodynamic personality traits, volitional effort and motivational factors. In the studies of E.P. Ilyin and his colleagues, special attention is paid to the neurodynamic prerequisites for the formation of various volitional qualities: courage (N.D. Skryabin), determination (I.P. Petyaykin), patience (E.P. Ilyin, E.K. Feshchenko), etc. .

The essential components of volitional action are the emergence of motivation, awareness and struggle of motives, decision-making and execution. Volitional action is generally characterized by purposefulness, as a conscious orientation of a person to a certain result of activity. The first stage of volitional action is associated with initiative, which is expressed in setting one's own goals, independence, manifested in the ability to resist the influence of other people. Decisiveness characterizes the stage of the struggle of motives and decision making. Overcoming obstacles in achieving goals at the stage of execution is reflected in a conscious volitional effort, which involves the mobilization of one's forces.

The most important acquisition of preschool age is the transformation of the child's behavior from "field" to "strong-willed". The main characteristics of the “field” behavior of a preschooler are impulsiveness and situationality. The child acts without thinking, under the influence of spontaneously arisen experiences. And the goals and content of his activity are determined by external objects, components of the situation in which the baby is located. So, having seen the doll, the child starts feeding it. If a book came into his field of vision, then he immediately throws the doll and begins to enthusiastically examine the pictures.

At about 3 years of age, in connection with the development of personal action and self-awareness, the pre-preschooler has personal desires that cause his activity, which are expressed in the form: “I want” or “I don’t want.” Their appearance marks the beginning of the formation of the will, when situational dependence in behavior and activity is overcome. Now the child receives relative freedom from the situation, the ability to “rise” above it. Behavior and activity at preschool age change not only in content, but also in structure, when a more complex organization is formed.

2 DEVELOPMENT OF VOLITIONAL ACTION THROUGH GAMES IN PRESCHOOL AGE

In preschool age, the formation of volitional action occurs. The child masters goal-setting, planning, control. Volitional action begins with setting a goal. A preschooler masters goal setting - the ability to set a goal for an activity. Elementary purposefulness is already observed in the infant. He reaches for the toy that interests him, looking for it if it goes beyond his field of vision. But such goals are set from the outside (by the subject). In connection with the development of independence, the baby already in early childhood (at the age of about 2 years) has a desire for a goal, but it is achieved only with the help of an adult. The emergence of personal desires leads to the emergence of "internal" purposefulness, due to the aspirations and needs of the baby himself. But in a pre-preschooler, purposefulness is manifested more in setting than in achieving a goal. Under the influence of external circumstances and situations, the baby easily abandons the goal and replaces it with another.

It should be noted that the volitional qualities of a preschooler's personality are best formed in the leading activities. This is a game, teaching, communication and work, with the dominance of the game over other activities in the psychological development of the child.

We note that the game is one of the most remarkable phenomena of life, an activity that seems to be useless and at the same time necessary. Involuntarily enchanting and attracting to itself as a vital phenomenon, the game turned out to be a very serious and difficult problem for scientific thought. Various researchers and thinkers pile one game theory on another - K. Gross, F. Schiller, G. Spencer, K. Buhler, Z. Freud and others. Each of them seems to reflect one of the manifestations of the multifaceted, iridescent phenomenon of the game.

game because we are talking about the games of a person and a child - this is a meaningful activity, i.e. a set of meaningful actions united by the unity of a motive. The common notion that play is only functioning stems from the fact that the act of play is not done for the sake of the practical effect it has on the object being played. Nevertheless, the human game is by no means just the functioning of systems that have matured in the body and not a movement that occurs only because an excess of unspent energy has accumulated inside the body. Play is an activity; this means that the game is an expression of a certain relationship of the individual to the surrounding reality. The game of the individual is always closely connected with the activity on which the existence of the given species is based. In animals, it is associated with the basic forms of instinctive life, through which their existence is maintained; for a person “game is a child of labor”.

It is also worth noting that the game is of great importance for the development of will in preschool children. Therefore, at preschool age, it is most important to create favorable conditions for the improvement of volitional character traits in various games that require perseverance and will on the part of the child to achieve the goals set in the game.

A positive role in the development of the will at preschool age is played, for example, by games - competitions of the child with other children and with adults.

In a preschooler, goal setting develops along the line of independent, proactive goal setting, which also change in content with age. Younger preschoolers set goals related to their personal interests and momentary desires. And elders can set goals that are important not only for them, but also for those around them. As L.S. Vygotsky emphasized, the most characteristic of volitional action is the free choice of a goal, one’s behavior, determined not by external circumstances, but motivated by the child himself. The motive, encouraging children to activity, explains why this or that goal is chosen.
From about the age of 3, the child's behavior is increasingly driven by motives that, replacing each other, are reinforced or come into conflict.
At preschool age, the ratio of motives to each other is formed - their subordination. The leading method is singled out, which separates the behavior of a preschooler, subordinating other motives to itself. We emphasize; that the system of motives is easily broken under the influence of a strong emotional impulse, which leads to the violation of well-known rules. For example, a kid, in a hurry to see what gift his grandmother brought, forgets to say hello to her, although in other situations he always says hello to adults and peers. Based on the subordination of motives, the baby has the opportunity to consciously subordinate his actions to a distant motive. For example, make a drawing to please your mother at the upcoming holiday. That is, the behavior of the child begins to be mediated by the ideal presented model (“How happy mom will be when she receives a drawing as a gift”). The connection of motives with the idea of an object or situation makes it possible to attribute the action to the future. The subordination of motives occurs on the basis of their struggle. In early childhood, the struggle of motives and, consequently, their subordination is absent. The preschooler simply obeys a stronger motive. An attractive target immediately causes him to act. The preschooler, on the other hand, is aware of the struggle of motives as an internal conflict, experiences it, understanding the need to choose.

Let's take an example. A nanny sometimes comes to Dasha N. (5 years 3 months). The girl treats her well, always greets her joyfully and does not forget to say goodbye. Once, when the nanny was leaving, Dasha did not go out to see her off, hid, looked out into the corridor and ran away again. When the nanny left, mom asked Dasha why she didn't say goodbye to the nanny. The girl explained: “I pushed Rosa Vasilievna. I was ashamed to approach her. And now I’m ashamed ... I’m ashamed that I didn’t say goodbye to her. ”

The subordination of motives in a preschooler, as shown by the studies of A.N. Leontiev, initially takes place in a direct social situation of communication with an adult. The ratio of motives is set by the requirement of the elder and is controlled by the adult. And only later subordination of motives appears when it is required by objective circumstances. Now the preschooler may strive to achieve an unattractive goal for the sake of something else that is meaningful to him. Or he may give up something pleasant in order to achieve something more important or avoid something undesirable. As a result, individual actions of the child acquire a complex, as it were, reflected meaning.

Pasha N. (5 years 7 months), running past, pushed Maxim D. (6 years). Maxim caught up with Pasha and pushed him too. In another situation, Maxim D. saw that Serezha D. (6 years 7 months old) was beating the baby. He approached the offender, began to push, repeating: “Do not touch the little ones!”

Thus, the child's behavior turns into extra-situational personal, loses its immediacy. It is directed by the idea of the object, and not by the object itself, that is, an ideal motivation appears, for example, a moral norm becomes a motive.
The preschooler's motives are impulsive and unconscious. They are mainly associated with objective activities and communication with adults.
The expansion of the boundaries of a preschooler's life activity leads to the development of motives that affect the spheres of attitude to the world around him, other people and himself. The motives of a preschooler become not only more diverse, they are recognized by children and acquire different motive power.
Children aged 3-7 have a pronounced interest in the content and process of new activities: drawing, labor, design, and especially play. Game motives retain a significant motivating force throughout the entire preschool age. They suggest the child's desire to "enter" an imaginary situation and act according to its laws. Therefore, in a didactic game, knowledge is acquired most successfully, and the creation of an imaginary situation facilitates the fulfillment of the requirements of an adult. In preschool childhood, children develop an interest in new, more important, more "adult" activities (reading and counting) and the desire to perform them, which is caused by the formation of the prerequisites for educational activities. At the age of 3-7 years cognitive motives develop intensively. According to N.M. Matyushina and A.N. Golubeva, at the age of 3-4 children often replace cognitive tasks with games. And in children 4-7 years old, persistence is also observed in solving mental problems, which gradually increases. In older preschoolers, cognitive motives are increasingly separated from play ones. The consciousness of a preschool child, especially those who have reached the senior preschool age, is already quite developed. Therefore, starting from this age, it is important to ensure that the volitional behavior and, accordingly, the volitional qualities of the child are formed and strengthened on a completely reasonable basis. Otherwise, it may happen that the will actually turns into stubbornness or intractability, into the capriciousness of the child.

At the senior preschool age, cognitive motives come to the fore in the didactic game. Children get satisfaction from solving not only play, but also mental tasks, from the intellectual efforts with which these tasks were solved. In the sphere of self-attitude, the preschooler sharply increases the desire for self-affirmation and recognition, which is due to the need to realize their personal significance, value, and uniqueness. And what older child, the more important for him is the recognition of not only adults, but also other children.

Let's take an example. Maxim D. (5 years 11 months old) was sledding down a hill. Having rolled down once again, he stopped near two boys of 7-8 years old. When they saw Maxim, they smiled, and one of them said: “Look, what a roll has come to us.” Maxim immediately jumped up, ran to his mother and began to hurriedly say: “Let's get out of here. I don't want to ride anymore!" "Why do you want to leave?" Mom asked. “They called me a bun,” the boy replied with resentment in his voice. The motives associated with the child's claim to recognition are expressed (at the age of 4-7 years) in competitiveness, rivalry. Preschoolers want to be better than other children, always achieve good results in activities.

For example, children draw. The teacher takes Olya’s drawing (5 years 4 months) and says: “Look how beautiful Olya’s drawing is!” “Beautiful,” confirms Ksyusha O. (5 years 6 months) and continues: “Only she copied my Christmas tree.”

By the age of 6-7, the child begins to relate more adequately to his achievements and to see the successes of other children. If the motives associated with the child's claim to recognition among adults and children are not satisfied, if the child is constantly scolded or not noticed, given offensive nicknames, not taken into the game, etc., he may exhibit antisocial forms of behavior that lead to a violation of the rules . The child seeks to attract the attention of other people with the help of negative actions.

Let's show an example. Seryozha P. (5 years old) has recently been going to kindergarten and still doesn't know how to do much. He especially fails at drawing. The boy beautifully selects a combination of colors, but he lacks technical skills. For five lessons, the teacher, analyzing children's work, emphasized Serezha's failures and constantly praised the drawings of Lena, who was sitting next to him. Once, after another positive assessment of Lenin's drawing, Seryozha said: “So what, I can do that too!” - and sharply pulled the drawing towards him. The drawing is torn.

Older preschoolers strive to maintain positive relationships with peers and perform common activities. Moreover, the motives for communication with comrades in children of 5-7 years old are so strong that the child often gives up his personal interests in order to maintain contacts, for example, he agrees to an unattractive role, refuses a toy.

Let's take an example. Maxim D. (5 years 4 months) became friends with Oleg V. (6 years). The children played together all the time. Once Oleg's brother Vanya (8 years old) joined them. He sought to attract the attention of the younger ones, showed them various toys and, in the end, began to pour water on Maxim. Maxim, after several attempts to evade the jet of water, sprayed Vanya himself. Vanya's mother saw this, made a remark to Maxim and took the brothers to another play area. His mother approached Maxim. “Maxim, did you quarrel?” she asked. The boy replied: "Vanya was the first to pour himself ... But I'll go and apologize anyway." - "But you're not to blame!" “So what if it’s not your fault. I'm sorry anyway. I want to be allowed to play with Olezhka.

The preschooler's interest in the world of adults is expanding, more clearly than in early childhood, the desire to join it, to act like an adult, is manifested. These unconditionally positive motives can lead to a violation of the rules of behavior by a child, to actions that are condemned by elders.

For example, the father of five-year-old Gosha A. painted the window. Without finishing the work, he went to another room to talk on the phone, and when he returned, he saw that Gosha had “painted” not only the window sill, the battery, the wall next to the window (“To be beautiful”), but also himself.

Given the high motivating force of motives associated with the desire to be like an adult, it is necessary to show the baby where and how to show their “adulthood”, entrust him with some harmless, but serious and important business, “which without him no one can do well” . And when evaluating his act, at first glance obviously negative, it is necessary first of all to find out the motive that caused it.

Throughout the preschool age, the motives for rewards and penalties that are associated with. the desire to maintain positive relationships with adults “to be good” make pedagogical assessment effective. For children 3-4 years old, these motives are most effective. Older preschoolers successfully overcome their own personal aspirations, not only for the sake of receiving encouragement or avoiding punishment, but also for moral purposes.

The most important acquisition in the motivational sphere of preschoolers, along with the subordination of motives, is the development of moral motives. At 3-4 years of age, moral motives are either absent or only slightly affect the outcome of the struggle of motives. At 4-5 years old, they are already characteristic of a significant part of children. And at the age of 5-7 years, moral motives become especially effective. By the age of 7, moral motives become decisive in their motivating force. That is, social demands turn into the needs of the child himself. But throughout the entire preschool age, the following features of the struggle of motives persist. As before, the child performs many impulsive actions under the influence of strong emotions. For an older preschooler, affect suppression is possible, although with difficulty. It is difficult to overcome the motives associated with organic needs, the conflict arises most clearly between public and personal motives, the choice between them is acutely experienced by the child.

A preschooler is able to make an effort of will to achieve a goal. Purposefulness develops as a strong-willed quality and an important character trait.

EXPERIMENTAL STUDY OF THE FORMATION OF VOLITIONAL QUALITIES IN PRESCHOOL CHILDREN AND THE INFLUENCE OF MOBILE GAMES ON THEIR DEVELOPMENT (BY THE EXAMPLE OF OLDER PRESCHOOL CHILDREN)

1 DESCRIPTION OF THE STUDY PROGRESS

Experimental work on the formation of volitional qualities of a person in the process gaming activity was carried out with a group of preschoolers of kindergarten No. 71 in Kazan. There are 29 people in the group.

The study consisted of several stages.

At the first stage of our study, we studied volitional manifestations in children. Preschoolers were offered outdoor games. This was done in order to create conditions that require from the child certain volitional efforts necessary to achieve personal success. In addition, these games revealed the goodwill of children in relation to adults and peers. Each game helped to determine how developed the children's coordination of movements, actions, which are a means of achieving the game goal, as well as volitional qualities: endurance, perseverance, perseverance.

The game "Tugging in pairs."

The players were divided into two teams and lined up near the middle line, one team facing the other. Behind each team, another line was drawn two meters away. The players firmly grasped the right hands, the left one on the belt or behind the back. On a signal, the participants pulled the players of the other team over the line behind their backs. The game continued until all players were drawn in one direction or another.

The team that managed to win won.

The analysis was carried out according to the scheme:

Is the child able to maintain and achieve the goals set by adults.

Whether he knows how to independently set a goal and be guided by it in activities, achieve results. Reasons why the goal is not achieved.

Does the child know how to restrain his emotions (not to cry if it hurts) and immediate desires (to help the guards, the teacher, when he wants to play; not to shout, but to wait for his turn).

When choosing exercises, a number of generally accepted requirements were taken into account (correspondence to age capabilities, accessibility for children, simplicity and clarity of examination), as well as the presence of objective and subjective difficulties; compliance of the results of the exercises with the main features of the studied qualities of the will. Such signs were considered the ability to concentrate attention for a long time on achieving the set goal, the ability to mobilize one's capabilities to overcome difficulties, and the desire to achieve positive results. In this regard, the following results of performing various exercises were used as the main quantitative indicators of volitional qualities - the maximum duration, the number of repetitions, the height and length of the jump, the throw distance, etc.

For comparison with each other (in terms of the effectiveness of assessing the studied qualities of the will) of various exercises, the coefficient of variation) was used, which is a dimensionless quantity and does not depend on units of measurement.

The search experiment consisted of five series, in which 16 physical exercises of different directions were subjected to experimental verification. In the first series, a group of short-term and one-time exercises of a speed-strength nature was subjected to verification and analysis, the performance of which required short-term efforts from children (7 exercises). In the second series, two short-term exercises of a speed-strength nature of varying degrees of complexity were considered. In the third series, two exercises of a static nature were analyzed. In the fourth series, repeatedly repeated and long-term exercises were studied: lifting a stuffed ball, jumping over the ball, squatting, running. The fifth series was devoted to the analysis of one exercise of the previous series, in new conditions - in a competitive environment. Before performing all the exercises, the children were given a single instruction to do the exercise “to failure”. The volume, duration and intensity of the exercise were determined by the child arbitrarily. Exercise conditions for all children were standardized.

It should be noted that on the basis of the analysis carried out earlier, it can be concluded that, in general, the system of work on the formation of volitional qualities of preschoolers through the game is important to educate volitional qualities: independence, perseverance, responsibility. Without them, successful schooling is impossible. These qualities are brought up not only in the classroom, but also in other activities. The capacity for volitional tension is created through constant exercise. An effective means of educating the will is household work. The need for it arises in kindergarten and at home, its vital necessity is clear to the child. To participate in it, children must master certain skills, skills in handling tools, must understand its purpose, plan and control their actions, and make efforts. Thus, this work brings up the qualities necessary for the child in any activity, including educational.

A child of senior preschool age can: participate in cleaning the apartment, wash and wipe toys, wash doll clothes, their socks, iron small things, help adults prepare food, help set the table and clear the table, wash tea utensils. An older preschooler can learn how to make his bed, and this will become his constant duty. He can take care of his clothes and shoes. With systematic work, the child quickly masters the skills necessary to perform this work. Household work is pretty monotonous. Therefore, many children, who at first willingly engaged in this work, soon lose interest in it. Sometimes parents claim that their children enjoy sweeping the floor. However, it turns out that they do this not systematically, but when they want to do it. But if sweeping the floor becomes his permanent duty, then not every child will be so willing to do it without reminders. And if the child remembers his duties, diligently brings the matter to the end, then we can say that he has a sense of responsibility, that he can be persistent. Essential in characterizing the child's volitional actions is their motive: why does he persist, what prompts him to do the work? Motives can be different: both socially directed and selfish.

How should the work of children in the family be organized and how should it be managed so that it contributes to the education of perseverance and responsibility? First of all, you are adults, you must determine what household duties your child will perform. If earlier he did not have duties, then it is necessary to introduce them gradually. At first, it is better to do the work with the child. Then you can give him a part of the overall work for independent implementation. It is necessary to take into account the characteristics nervous system and physical abilities. When giving instructions to the child, explain to him the purpose of the upcoming work. Parents often make the mistake of giving a task without indicating its end result. This complicates the possibility of self-control and evaluation of results, reduces the purposefulness of actions and a sense of responsibility in children. It is necessary to systematically control adults over the activities of the child, even if he already has a good command of labor skills. Adult control affects the nature of the child's actions, prevents mistakes. The child is motivated to overcome difficulties by the approval of his parents, his expression of joy about his successes, praise, the manifestation of trust, support in case of failure, the provision of necessary assistance, a reminder of how he coped well with difficulties. But you can't over-praise a child. The upbringing of responsibility is facilitated by a discussion in the family circle about how the child worked, what he did well, what he did not succeed in and why.

Children, starting a business, are not able to foresee the difficulties that may arise on their way, to assess their strengths, skills, knowledge. If they do not receive the necessary assistance in a timely manner, they may lose interest in the case and abandon the goal. Therefore, the task of adults is to provide the child with some help, to arouse in him the desire to overcome difficulties and achieve results.

Therefore, in preparation for the second stage, we analyzed various outdoor games. Thus, the purpose of the second stage was the formation of the following volitional qualities in preschoolers: discipline, independence, perseverance, endurance, determination, perseverance, responsibility.

The program of outdoor games for the development of volitional qualities in children of senior preschool age is presented in Appendix 1.

As can be seen from the table presented in the appendix, our program included three blocks:

In organizational terms, the work looked like this: gaming sessions were held 2 times a week for 40 minutes each.

Outdoor games for the development of decisiveness, perseverance, perseverance, speed and dexterity were played by running games (“Two Frosts”, “Wolves in the Ditch”, “Geese-Swans”), in which children, after a quick run with dodging, jumps, jumps, could rest . Games with rhythmic walking and additional gymnastic movements, which required organization, attention, endurance, coordination of movements from the players, contributed to the general physical development(for example, the game "Who fit"). Outdoor games require the participants to possess certain gaming skills and organized behavior, and also contribute to the formation of strong-willed qualities. Sports entertainment was held, which included relay races in pairs.

Whose team is faster. The participants were divided into two teams. The players of each team formed pairs, standing with their backs to each other and grabbing each other with their elbows. At a signal, the couples ran to the turntable, located 8-10 meters away, rounded it, and returned back. After the first pair crossed the start line, the second pair started running, and so on. The team that finished the relay first won.

"Cockfight". The players were divided into two teams and stood in 2 lines one against the other. A circle with a diameter of 2 m was drawn between them. The captains sent one “rooster” into the circle. "Roosters" stood in a circle on one leg, bent the other, hands held behind their backs. On a signal, the “roosters” tried to push the opponent out of the circle with their shoulder or force him to stand on both legs. Whoever succeeded - got a point for his team. When all the "roosters" took part in the game, the points were counted. The team with the most points won.

With the help of relay games, children developed such strong-willed qualities as perseverance, perseverance, responsibility, determination, independence, endurance, discipline. In the relay “Which team is faster”, some children could not show perseverance, perseverance while running in pairs with their backs to each other and grabbing each other with their elbows. They let go of their hands, pushed each other, did not reach the crossing of the start line. This couple was returned back, with an emphasis on perseverance, determination, perseverance. In the relay, there were cases when they showed indecision, violated the rules of the game. The games showed how important it is for children to have such a quality as perseverance and perseverance. We tried to create conditions under which the child could evaluate the behavior of all participants in the game, including his own. These games developed determination in children. If at the beginning of the game the children doubted, showed indecision, then at the end they could already do the opposite - show determination, take part in the game.

So, we conducted a system of games aimed at developing the volitional qualities of the individual. Preschool children were created such conditions that formed in them the ability not to be afraid of difficulties, the ability to mobilize their efforts to achieve the goal in the game; the ability to take turns without disturbing others, not to shout or break the rules of the game. The participation of children in the games we proposed contributed to their self-affirmation, developed perseverance, the desire for success.

2 EXPERIMENTAL RESULTS AND DISCUSSION

A comparison of the exercises of all series showed that the most effective for assessing purposefulness and perseverance were repeatedly repeated long-term exercises of the fourth series. If for the first group of exercises the coefficient of variation varied within 0.08-0.27, for the second - 0.28-0.41, for the third - 0.54-0.56, then for the fourth group it was significantly higher - 0 .67-0.93. Although in the fifth pear of exercises, the coefficient of variation also turned out to be relatively large 0.64-0.82, but compared with the previous group, due to additional motivation, the average values of the indicators (for example, running time) significantly increased and the emotional arousal of children significantly increased, so the use of these exercises in practice were more difficult.

The results obtained in the formative experiment made it possible to draw a conclusion about the greatest efficiency of repeatedly repeated long-term exercises as control ones, as well as the possibility of using similar exercises as the main means of developing purposefulness and perseverance in the process of motor activity of older preschoolers.

The results of the study were placed in table 1.

So, from Table 1 it can be seen that in many children decisiveness and independence prevail, such strong-willed qualities as perseverance, perseverance, and endurance are poorly developed.

Table 1

The results of the study of volitional qualities of preschoolers (discipline, independence, perseverance, endurance, determination, perseverance, responsibility)

№ Surname and name of the child What volitional qualities are formed in the child +____7Burtseva Regina__++____8V. Anastasia+__++++9Oleg Gudochkin+_+_+++10Alexander Gudkov__+++_+11Valentin Evstegneev++++++_12Alexander Zharkov___+__+13Valery Zubarev_++_+++14Igonin Stanislav+_+_ +_15Krasnova Louise+_+++++16Krasnova Diana_+__+++17Lukina Anastasia___+__+18Morozova Julia+++_+__19Morozov Dmitry__++_+_+20Marakin Alexander___+__+21Markina Alina___+___22Odintsova Tatyana+_ +++++23Odintsov Denis_+__+__24Pakhomov Alexandra_+__+__25Paranina Victoria++___++26Farrukhov Eldar_+_+_+_27Khuzina Yvette___+___28Chursina Aneta+_+_++_29Schepetkov Evgeny+__++++_

It should be noted that some children do not have sufficient discipline and responsibility. So, we have identified the following levels of formation of volitional manifestations in children:

High level - the child independently sets a goal and is guided by it in activities, knows how to restrain his emotions and immediate desires. The child has formed such strong-willed qualities as discipline, independence, perseverance, endurance, determination, perseverance, responsibility.

Medium - the child independently sets a goal, but is not guided by it in activities, does not know how to restrain his emotions and immediate desires. The child has formed only some volitional qualities: responsibility, endurance, independence.

The child does not know how to independently set a goal, be guided by it in activities, does not know how to restrain his emotions and immediate desires. The child is not fully formed strong-willed qualities.

We got the following: 4 children showed a high level of formation of volitional manifestations; 15 - medium and 10 children - low level. high level - 14%; medium - 52%; low - 34%.

Various outdoor games were held with the children in the kindergarten.

After the second stage of the experiment, we carried out a re-diagnosis of preschoolers, which showed the following results:

· 16 - medium (previously 15);

Let's show it as a percentage:

· high level - 24%;

average - 55%;

low - 21%.

Thus, we see an improvement in the results of children with re-diagnosis, which indicates that our experimental work was a success.

game volitional preschool purposefulness

Will Characteristics:

1.Conscious mediation.

2.Mediation by the inner intellectual plane.

.Relationship with the motive "should".

.Communication with other mental processes: attention, memory, thinking, emotions, etc.

The system of work on the formation of volitional qualities of preschoolers through the game is important to educate volitional qualities: independence, perseverance, responsibility. Note that without these qualities, successful schooling is impossible, so their development is of great importance for a preschooler.

The program developed by us in the course of our work allows us to form in older preschoolers the ability not to be afraid of difficulties, the ability to mobilize their efforts to achieve the goal in the game; the ability to take turns without disturbing others, not to shout or break the rules of the game. That is, the participation of children in the games we proposed contributed to their self-affirmation, developed perseverance, the desire for success. Thus, the hypothesis was confirmed. The introduction of outdoor games into the system of preschool education makes it possible to form discipline, independence, perseverance, endurance, determination, perseverance, and responsibility in older preschoolers.

CONCLUSION

Thus, volitional actions are consciously controlled actions aimed at overcoming difficulties and obstacles in achieving the set goals. The key characteristic of volitional action is the struggle of motives. The characteristics of the will include: conscious mediation, mediation by the inner intellectual plane; relationship with the motive "should"; connection with other mental processes: attention, memory, thinking, emotions, etc.

The intensity of volitional effort depends on the following qualities (factors): the worldview of the individual; moral stability of the individual; the degree of social significance of the goals set, etc.

Will can be understood in different ways. Firstly, will is a general thing that induces to any action, that is, in principle, a conscious desire.

"Will is the conscious regulation by the subject of his activity and behavior, which ensures the overcoming of difficulties in achieving the goal ...".

In a more general sense, the will is presented by S. L. Rubinshtein. It probably includes both the first and second meanings of will. Rubinshtein writes: "actions regulated by a conscious goal and attitude towards it as a motive - these are volitional actions."

A child without the help of an adult will never learn to control his behavior, to look at himself from the outside. He can realize his activity and himself in it only in communication and joint activity with an adult. The development of the will occurs in all types of activities where the child must restrain his impulses and achieve the goal. So, when mastering physical culture and dance movements, one must strictly follow the model or example given by adults, suppressing unnecessary movements. Illustrative examples help the baby act in accordance with the requirements. Arbitrariness also develops when children are given the task of inventing and demonstrating a new movement.

Didactic and outdoor games are of great help to preschoolers in the ability to manage themselves. Rules become a fulcrum that helps the child to understand, control and evaluate their actions. Didactic games often proceed as joint. Therefore, in them, the baby has the opportunity to compare himself with his peers, to look at himself through their eyes, which greatly facilitates self-management, makes it meaningful. In games, children overcome momentary desires and even some internal difficulties. For example, despite the fear of being caught, the baby does not run away until the signal to run is sounded. Such games are especially important in the development of will and arbitrariness in younger and middle preschoolers, but they do not lose their significance even at an older age.

During the experimental part of the work, we were convinced that the introduction of a system of outdoor games allows us to develop volitional qualities in preschool children.

We have developed and proposed a program for the formation and development of volitional qualities in children of senior preschool age, which included three blocks:

.Games for the development of determination, perseverance, perseverance, speed and dexterity (running games (“Two Frosts”, “Wolves in the Ditch”, “Geese-Swans”);

.Games with rhythmic walking and additional gymnastic movements for the development of: organization, attention, endurance, coordination of movements (which also contributed to overall physical development) - (Games: “Who fit”, “Whose team is faster”, “Cockfight”;

.Relay games for the development of such qualities as: perseverance, perseverance, responsibility, determination, independence, endurance, discipline (Relay "Whose team is faster."

Game lessons were held twice a week for 40 minutes. After the second stage of the experiment, we carried out a re-diagnosis of preschoolers, which showed the following results:

· 7 children showed a high level of formation of volitional manifestations (previously there were 4);

· 16 - medium (previously 15);

· 6 children - low level (previously 10 children).

Let's show it as a percentage:

· high level - 24%;

average - 55%;

low - 21%.

Thus, the hypothesis was confirmed. The introduction of outdoor games into the system of preschool education makes it possible to form discipline, independence, perseverance, endurance, determination, perseverance, and responsibility in older preschoolers.

Based on the work done, I formulated the following recommendations for the development of volitional qualities in preschool children.

Carefully monitor how the child shows independence, notice and support any signs of it in every possible way.

2. If the child declares “I myself” and clearly claims to do something on his own, without interference from the people around him, then you should not actively interfere in his affairs, except, of course, in cases where the child can unwittingly harm yourself or damage something of value. But even in these cases, the intervention of an adult in the affairs of the child should not be intrusive and, if possible, imperceptible to the child himself.

The independence of the child should be especially welcomed when the child tries to do something as best as possible, while showing initiative and perseverance, desire and readiness to overcome obstacles. Encouragement should take place even if the child tried to do something himself, but he did not succeed. The main thing is that in the mind of the child himself, the rewards he receives are associated precisely with diligence, and not only and not so much with the high appreciation of his abilities by adults.

In the practice of pedagogical communication with a child, rewards should dominate over punishments, which in turn plays an important role in the development of his volitional qualities. This practice of communication creates favorable conditions for strengthening the motive for achieving success, associated with the will.

It should also be borne in mind that a truly developed will is based on the mind and consciousness of a person, i.e. is based not on a blind, unconscious, intellectually uncontrolled force such as stubbornness, but on conscious, rationally made decisions. Even in a reasonable person, his decisions are put into practice by an effort of will.

The consciousness of a preschool child, especially those who have reached the senior preschool age, is already quite developed. Therefore, starting from this age, it is important to ensure that the volitional behavior and, accordingly, the volitional qualities of the child are formed and strengthened on a completely reasonable basis. Otherwise, it may happen that the will actually turns into stubbornness or intractability, into the capriciousness of the child.

The latter circumstance is especially important to take into account when addressing adolescents to psychological counseling on issues of strengthening their will. The not quite reasonable practice of educating the will, common at this age, is often based only on strength and physical endurance and often leads to very far from the real development of the will of a person and from modern culture consequences such as increased aggressiveness, the cult of brute force, ruthlessness.

LIST OF USED SOURCES

1.Ananiev B.G. Selected works on psychology. - St. Petersburg. Publishing house of St. Petersburg State University, 2011. - 349p.

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.Education of preschoolers on the basis of ethnic cultures: Malunova G.S. // City newspaper. - 2011. - No. 10.-P.10.

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.Vygotsky, L. S. Thinking and speech L. S. Vygotsky. - M.: Labyrinth, 2010.

.Zhukovskaya R.I. game and her pedagogical value. M., 2001.

.Zhukovskaya R.I. Raising a child in the game. M., 2003.

.Brief psychological dictionary / Comp. L. A. Karpenko; Under total ed. A. V. Petrovsky, M. G. Yaroshevsky. - M.: Politizdat, 1999.

.Kornienko A.F. Psychodiagnostics: textbook. - Kazan, KSPU, 2012. - 148s.

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.Makarenko A.S. About education - M .: Publishing house of political literature, 1990 - 416s.

15. Mozgovoy V.M. Tasks of physical education lessons and their implementation in the learning process [electronic resource]. - Access mode: #"justify">16. May R. Existential foundations of psychotherapy // Existential psychology. Existence. - M.: EKSMO-Press, 2011.

.Novikova T.S. The psychological significance of the plot-role-playing game in the ontogenesis of personality. - Diss. step. k. psikhol..n. - M., 171s.

.Rubinshtein S. L. Being and consciousness // Selected philosophical and psychological works. Fundamentals of ontology, logic and psychology. - M.: Nauka, 2001.

.Rubinshtein S. L. Fundamentals of general psychology. - St. Petersburg: Peter, 2012.

20.Rogov E.I. Emotions and will. - M.: TK Velby: Prospekt, 2012. - 240s.

.Smirnova E.O. Psychology of the child. Textbook for pedagogical universities and colleges. - M.: Publishing house "School-Press", 2009. - 344 p.

22.Smirnova E.O. Development of attitudes towards peers in preschool age // Questions of psychology. - 2010. - No. 3.

23.Sergeeva DV Education of preschool children in the process of labor activity. Moscow: Enlightenment, 1987. 94p.

.Serezhkina A.E. Mathematical methods of research and data processing in psychology. - Kazan: KSPU, 2011. - 96s.

.Uruntaeva G.A. Preschool psychology: Proc. allowance for uch-Xia SPUZ. - M.: "Academy", 2012. - 336s.

26.Kholmogorova V.M. et al. Correlation between direct and indirect motivators of moral behavior // Questions of Psychology. - 2011. - No. 1.

.Khuzeeva G.R., Smirnova E.O. Psychological features of aggressive preschoolers // Questions of psychology. - 2012. - No. 1.

28.Cherentsov P.I. Features and originality of Russian folk pedagogy // Ushinsky K.D. and problems of modern education. Mater. scientific and practical. conf., 26 Oct. 2011 - Chelyabinsk: ChGU, 2011. - 110 p.

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Attachment 1

The program for the formation and development of volitional qualities in children of senior preschool age

Direction of classes Form of conduct Number of hours 1. Games for the development of determination, perseverance, perseverance, speed and dexterity Games with rhythmic walking and additional gymnastic movements for the development of: organization, attention, endurance, coordination of movements. They also contributed to the overall physical development of the Games: “Who fit”, “Whose team is faster”, “Rooster fight” 32. Relay games for the development of such qualities as: perseverance, perseverance, responsibility, determination, independence, endurance, discipline. faster"7Total:16

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A selection of games for the development of communication and moral and volitional qualities of younger preschoolers

Games that develop communication of younger preschoolers.

Who did I make friends with

Age: 3-5 years.

Purpose of the game: development of non-verbal communication skills.

Required equipment: a box with holes in - the size of a child's hand.

Game progress.

Participants put one hand into the holes of the box each. The hand of one child finds the hand of another child and carefully feels it, the task of the players is to remember the sensations. After that, the child must guess whose hand he touched in the box. It is forbidden to exchange words or other speech signals.

Note. There are as many people in the game as there are holes in the box.

Fingers are good animals, fingers are evil animals (author - O. Khukhlaev. O. Khukhlaeva)

Age: 3-4 years.

The purpose of the game: the development of the emotional sphere, communication skills.

Game progress.

Children imagine that their fingers are good cats, evil mice, good wolf cubs, evil hares, etc.

Comment: an adult invites children to turn their fingers, for example, on the right hand into good wolf cubs, and on the left hand into evil hares. They need to talk to each other, get to know each other, play, maybe quarrel. If the children are doing well, you can invite them to get acquainted with the hands of other children. In addition to the developmental effect, the game makes it possible to identify the characteristics of children's communication.

The game is useful for hyperactive, aggressive and autistic children. It helps them feel the possibilities of their body, find new ways to establish contact, overcome the fear of physical contact.

Bold - cowardly

Age: 2-4 years.

The purpose of the game: the development of the child's communicative sensitivity.

Game progress.

Age: 3-4 years.

The purpose of the game: the development of communication skills.

Necessary equipment: a piece of paper, pencils).

Game progress.

The child draws whatever he wants, then passes the sheet to an adult. The adult adds one or more details and returns the drawing to the child, who must find the changes. Then the adult draws, and the child makes changes - they change roles.

Comment: if several children take part in the game, they can be arranged in a circle and offered to exchange drawings by running them in a circle until the sheet returns to the owner.

Depending on the characteristics of the children, the game can take place both at a fast and at a slow pace.

After the game is over, the drawings are laid out on the table or on the floor. The adult offers to talk about them. It is important to ask the child if he likes the drawing, what exactly he likes (or does not like, what he would like to remove (add), etc.).

Age: 3-4 years.

The purpose of the game: the development of interest in peers, auditory perception.

Game progress.

One child stands with his back to everyone else, he is lost in the forest. One of the children shouts to him: “Ay!” - and the "lost" must guess who called him.

Comment: play indirectly stimulates children's interest in each other through game rule. This game is good to use in the process of introducing children to each other. It is easier for a child who has his back to everyone else to overcome the barrier in communication, to overcome anxiety when meeting.

Games that develop the moral and volitional qualities of younger preschoolers.

Firefighters

Age: 3-5 years.

The purpose of the game: the development of strong-willed qualities of the child.

Required equipment: Swedish ladder, bell.

Game progress.

A bell is attached to the very top of the Swedish stairs. Children are divided into two teams. The player of each team is a firefighter who needs to climb the stairs to the very top and ring the bell. The first team to complete the task wins. The game starts at the command of the leader.

Bridge

Age: 3-5 years.

Purpose of the game: to develop mutual trust in children, to instill in them a sense of mutual assistance.

Necessary equipment: any thick scarf or scarf.

Game progress.

The game is played in pairs. In each pair, one of the participants is blindfolded. The task of the other participant is to lead the partner along a thin bridge (made from strips of paper) over an imaginary deep abyss. To complicate the task, you can create various obstacles in the way of the players. For example, in the bridge there may not be enough links, and then you need to either take a big step or jump. Or let the creepers hang low - then, passing under them, you will bend down to the ground or crawl.

Then the pairs change so that all participants have been both the leader and the follower.

turnip

Age: 3-5 years.

The purpose of the game: to teach children to interact with each other, to develop in them a sense of mutual assistance and justice.

Required equipment: a small turnip toy.

Game progress.

Children are invited to remember the fairy tale "Turnip". The facilitator helps the guys (if necessary) to distribute roles. Then the children, together with the leader, act according to the scenario of the fairy tale.

The host says: “Grandfather planted a turnip. A large turnip has grown. Grandfather began to drag a turnip from the ground. He pulls, he pulls, he can’t pull out. After that, the host asks the question: “What should grandfather do?” Children answer: “Call grandma!” A child playing the role of a grandfather calls his grandmother. This continues until all the characters in the story are involved. When the turnip is pulled out of the garden, the presenter asks what to do with the turnip now. Children (or the leader) offer to divide the turnip equally among all participants in the game.

Note. As a turnip, you can use a bag of sweets.

The birds are pecking at the grains

Age: 3-4 years.

Purpose of the game: to teach children to be friendly and caring.

Equipment: figurines of birds (it is desirable that these figurines are attached to clothespins), an artificial branch (without any thorns or protruding wire) or a large bouquet of flowers.

Game progress.

On the table near the window is a large vase with a branch on which birds sit. So that children do not see this before the start of the game, everything is covered with a light cloth or hidden behind a screen. The teacher draws the attention of the children with the words: “Look, children, what beautiful birds have flown to us.” It would be better if at this moment you turn on the recording with birdsong for the background, this is quietly done by the assistant. While the children are looking with their eyes where the birds are, the teacher removes the fabric from the branch (pulls back the screen). Everyone saw the birds. Teacher: “Look how beautiful they are! So small, but how well they sing. So that the children do not immediately run up to the birds, the teacher adds: “Let's stand quietly so as not to frighten the birds. Although they are tame, they can still get scared and not fly back.” The teacher continues: “The birds flew, they were tired, they sang songs to us (the background of birds singing is turned off) and, probably, now they want to eat. They need to give grains. Shall we feed the birds? The children agree. The teacher extends his hand smoothly to the branch, as if he is afraid to frighten the birds with a sharp movement, and the bird "sits" on the outstretched fingers. Then the teacher says: “Look, she is not afraid of me, because she is used to it. And all the other birds are also tame. Here they are not offended, fed and loved by birds. Do you want the birds to sit on your pens too? Children can excitedly shout: “We want”, then the teacher should say again: “But if we talk loudly and scream, then the birds will fly away.” The children calm down. The teacher “transplants” his bird to the other hand, gently strokes the bird with the finger of his right hand and calls one child (the most calm at this moment of the game). He gently removes the bird from the branch and gives it to the child. Shows how to hold a bird.

While the teacher places the birds on the hands of the children, the assistant puts the tray on a nearby table. Children stroke the birds, and the teacher at this time says: "Let's feed the birds, let them peck at the grains." He takes out a bag of grain from his pocket and, slightly raising his hand with the bird up, depicts its flight. The bird "flies" to the tray. The teacher pours grain out of the bag, and the rest of the children, repeating the actions of the leader, also come to the tray. Birds "peck" grains. It is important at this time to ensure that the children do not push each other and continue to carefully hold the birds, and with their beak, as it were, knock on the tray, depicting feeding the birds.

Teacher: “Well, all the birds have eaten and want to fly again.” Children depict their flight by actions with birds. Teacher: "And now the birds need to rest on their favorite branch." Fits and smoothly places the bird on a branch. Encourages children to do the same, helps if someone does not succeed, or asks to help other children of those children who did well. Game over. The music sounds again, the children and the teacher say goodbye to the birds, saying "goodbye."

Ocean is shaking.

Age: 4-6 years old.

The purpose of the game: the development of conscious will and patience.

Game progress.

A leader is selected from among the players. The rest of the children stand at a distance of 1 m from each other. The driver turns his back to the players and says: “The sea is worried - time. The sea is worried - two. The sea is worried - three. Marine figure, freeze. While the driver is talking, players can run, jump. But as soon as the word “freeze” is uttered, the children freeze in the poses of marine animals (fish, octopuses, corals). The driver turns to the players, walks between them, examines the figures and tries to make the frozen players laugh. If he succeeds (the player laughed or moved, then the child changes places with the leader and becomes the leader himself.

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Education of volitional qualities in outdoor games in children of senior preschool age

Introduction

Chapter 1. Theoretical foundations of the problem under study

1.1 Volitional qualities of a preschooler's personality

1.2 Play as an activity in senior preschool age

1.3 The role of outdoor games in the formation of volitional qualities of a preschooler

Chapter Conclusions

Chapter 2 Research work on the formation of volitional qualities of personality in preschoolers in the process of playing activity

2.1 The study of the formation of volitional qualities in preschoolers

2.2 The system of work on the formation of volitional qualities of a preschooler through the game

Conclusion

Bibliography

Introduction

The relevance of research. Will refers to the key problems of personality development that determine the independence and responsibility of a preschooler for being in demand in the future. Today, physical education is aimed primarily at protecting and strengthening the health of children, increasing the body's defenses, fostering a strong interest in motor skills, skills, strong-willed and physical qualities(speed, agility, endurance, flexibility), the formation of a culture of health.

The basis of the system of physical education in preschool institutions remains the motor mode as a combination of different ways and forms of organization of work with children. A very effective form of work and an important means of physical education is an outdoor game.

Outdoor games are quite important for the comprehensive development of the child. Their value is not only that they develop the movements of children, but also that they encourage kids to be strong-willed, active, active, to think, to succeed. Thanks to these games, the whole body of the child is drawn into work, his digestion improves, breathing becomes deeper, the nervous system strengthens, such character traits as will, discipline, restraint, and the like are brought up.

The significance of the outdoor game for the harmonious development of children, the problems of introducing it into the practice of the work of preschool institutions are studied by psychologists and teachers. The founder of the theory of physical education P.F. Lesgaft - paid great attention to outdoor games with rules - as a means of developing the will, self-organization, discipline in children. E.S. Wilchkovsky worked on the problem of using outdoor games in different age groups, organizing and managing outdoor games with preschool children. Psychologists and teachers Khukhlaeva, Denisenko, Shishkin, Vavilov, Kolesnikov, Leikin, Timofeev, Potekhin substantiated, revealed, experimentally tested the importance of outdoor games for full development and brought the influence of outdoor games on the development of basic movements and motor qualities in children. Thus, outdoor games are an important means of physical education of preschool children.

Actual problems, namely the problems of educating volitional qualities in children in modern preschool institutions and the family predetermine the choice of the topic "Education of volitional qualities in outdoor games in children of senior preschool age".

Relevance The raised problem is caused by the need of psychologists, teachers and parents to improve the existing approaches of psychological and pedagogical influence on the emerging personality of a preschooler in order to develop independence, discipline, perseverance, determination and organization, as well as the development of intellectual, communicative and creative abilities. The expediency of developing new, rationally constructed and effective pedagogical technologies is obvious.

aim This course work is the study of methods and techniques for organizing mobile play activities of preschoolers in order to form their volitional qualities.

Object of study - educational process in preschools.

Subject of study- methods and techniques for organizing the gaming activities of preschoolers in order to form their volitional qualities.

Tasksresearch:

1. To study the level of development of this problem in the psychological and pedagogical literature.

2. Determine the essence of the concept of "volitional qualities". Give a description of the game activity;

3. Determine the methods and techniques for organizing gaming activities in order to form the volitional qualities of preschoolers.

4. Offer a system of games and game techniques in order to form the volitional qualities of preschoolers.

5. Check the pedagogical effectiveness of the proposed system of work.

Research methods:

1. Theoretical - analysis of psychological and pedagogical literature, methods of theoretical generalization.

2. Empirical - observation, experiment, analysis of the products of the activities of preschoolers.

3. Mathematical - determination of quantitative and qualitative indicators of the effectiveness of the proposed system of work.

Research stages:

1. The study of psychological and pedagogical literature, the definition of the content of the research work (September-December 2009).

2. Conducting research (January-February 2010).

3. Processing and registration of the collected factual material in the form of a qualifying work (March-April 2010).

The qualifying work consists of an introduction, two chapters, a conclusion, a list of references, including 32 sources, an appendix.

Chapter1 . Theoretical foundations of the problem under study

1 .1 Volitional qualities of the personalityshegobeforeschool age

Will is an important factor in the moral development of the individual, the basis of conscious compliance with the rules of behavior, provides a choice of behavior in accordance with universal moral standards, sometimes even contrary to one's own desires. In order to achieve the goal, to bring the task assigned to completion, to abandon the perspective cherished in dreams in the interests of a comrade, a person must discover not only knowledge, skill, personal culture, but also strong-willed efforts.

The morality of a person is a consequence of such moral-volitional qualities as independence, organization, purposefulness, perseverance, discipline, courage.

The development of the will begins with the first consciously directed, arbitrary actions. And voluntary behavior develops with the formation of initiative - the child's independence in choosing an action, making a decision that gives her the opportunity to feel like a source of action, and awareness - the ability to understand the meaning of her activity and the situation in which this activity takes place. Gradually, the ability to set more complex tasks for oneself, to overcome difficulties, which gives the actions a truly strong-willed character, develops. This process lasts from 3 to 7 years. The degree of volitional development is evidenced by the ability to purposeful behavior under circumstances that impede the achievement of the goal, overcoming various obstacles.

Especially responsible for the development of the will is the period during which the independence of the child is formed, which is trying to free itself from the care of adults, although it does not yet possess sufficient skills and abilities. Imposing the will of an adult at this time may lead to a violation of the child's behavior - negativism. During the transition from early to proper preschool age, the most characteristic manifestations of negative behavior are:

1. Trying to do the opposite. The child ignores the requests of the adult only because he was asked to do so, even if he intended to do so. In such a situation, the child does not only contrary to the adult, but also to himself.

2. Stubbornness. It is often confused with persistence. Evidence of stubbornness is the child's demand for his own only because he so wants and does not want to change his mind.

3. defiance. Manifested as disobedience, unwillingness to obey anyone. The child is constantly indignant at what the adult offers and does; categorically refuses to do what until recently he did willingly.

4. willfulness. It is realized in the requirements of independence, the desire to do everything yourself, refusing the help of an adult. Such an attitude often gives rise to conflicts, aggressive rebellious behavior, quarrels, categorical rejection, resentment of elders, breaking toys.

5. Despotism. Evidence of it is extreme arbitrariness, ignoring the interests of others. Most often it manifests itself in interaction with relatives, especially in families in which one child is brought up.

All these phenomena are caused by a break in the previous ones and the formation of new qualities of the child's personality. Due to the underdeveloped volitional sphere, it is not easy for a child to adequately fulfill the requirement, the advice of an adult, overcome difficulties, and achieve goals.

During this period of responsibility of educating the child's volitional behavior, parents are not always able to choose appropriate methods of pedagogical influence, to understand the essence and causes of negativism. They tend to consider such manifestations as hereditary qualities of character or signs of age, which the child must inevitably overcome. Sometimes the child's insistent demand to satisfy his demands is considered as an indicator of the formed will and future strength of character. Such a view is not only a consequence of the pedagogical illiteracy of parents, but also their desire to see their child better, more perfect. In fact, stubbornness, whims testify not to a strong, but to a weak will, a violation of the development of the child's volitional sphere.

The following pedagogical conditions contribute to the formation of a child's volitional behavior:

Gradual strengthening of the requirements for the child, assistance in achieving success in their activities;

Encouraging the desire and readiness of the child to discover independence and initiative;

A gradual transition from tasks related to the fulfillment of the requirements of an adult on his direct instructions, to creative tasks at the child's own request;

Creation of conditions for the realization of the leading position of the child in creative activity and in the classroom.

The teacher is called upon to help the child to realize his desires, the requirements of adults, to use them in different ways way out of a difficult situation, using an analysis of its causes, in the search for rational ways to achieve the goal, choosing the most optimal from alternative types of behavior.

The main method of educating volitional behavior in children of early and preschool age is setting competent requirements in front of them in various forms (requirement-trust, requirement-request, requirement-advice), motivating them, which ensures the development of awareness. Psychologists advise using the child's instruction in volitional actions, arranging games with rules, especially with prohibition rules, when the player should make strong-willed efforts so as not to violate them.

In younger and older preschool age, manifestations of whims and stubbornness are possible.

Caprice- fleeting unjust desires, manifestations of unjustified dissatisfaction.

Such unmotivated desires arise spontaneously, accompanied by general dissatisfaction, excitement, which for the most part neither parents nor the child can explain. Whims can be passive (do not provide for specific desires) and active (the child makes certain demands, achieves their fulfillment). They can be caused by fatigue, malaise or improper upbringing, violations in the organization of children's lives. The child is capricious when an adult, for various reasons, does not fulfill the promise, ignores his interests and needs. This can be prevented by a clear organization of the daily routine, elimination of unnecessary irritants during sleep, eating, rational dosing of his impressions and knowledge gained, and the formation of the ability to internal inhibition.

Often parents do not distinguish whim from stubbornness, since their external manifestations have much in common, although the reasons that give rise to them are different.

Stubbornness-- the child's conscious attempt to fulfill his unjust desires.

The child sees that he is wrong, realizes his wrong, but because of stubbornness he does not want to do what is needed. The reason for this may be an encroachment on his independence by adults, struck pride, insufficiently developed strong-willed qualities. To avoid such manifestations, it is necessary to create conditions in which the child himself would be aware of his wrong, the groundlessness of his demands.

Showing a whim or stubbornness, the child cries loudly, stamps his feet, lies down on the floor, scatters toys, creates disorder in the room, does not take into account the fair demands and suggestions of an adult, defiantly "closes in himself", detachedly reacts to what is happening around him. Most often this is caused by nervous overload and physical overwork, an excessive amount of impressions, a change in the usual order of family life and the mode of activity of the child. Behavior is similar in the initial period of the disease, when the main symptoms of the disease are not yet clearly expressed, and during recovery. In all these situations, manifestations of caprice and negativism are episodic. To prevent them, for the most part, it is enough to eliminate these causes.

Persistent manifestations of negative behavior are the result of insufficient education, improper interaction between adults and the child. Stubbornness most often arises where adults are too demanding, expecting immediate and unconditional submission from children, not taking into account their age capabilities and interests, without explaining their requirements. As a rule, such demands of adults are unmotivated, expressed irritably. This gives rise to the appropriate behavior of the child, which is a kind of defensive reaction to conflicts caused by his inability to fulfill the unbearable demands of an adult. If, for example, a child is scolded for not completing a task that is too much for him, the next time he will refuse to do it at all. According to psychophysiologists, stubbornness is predetermined by the biological characteristics of the functioning of the nervous system, which can be the consequences of birth injuries, asphyxia (a pathological condition caused by a lack of oxygen, a buildup of carbon dioxide in the blood and tissues of the body) of newborns suffered by a mother during pregnancy or a child at an early age of infections .

Capriciousness is resorted to by children who are accustomed to the immediate satisfaction of their desires, who are overprotected at home. Feeling certain difficulties (for example, serious demands), they choose such behavior, trying to attract the attention of adults and achieve their usual guardianship. As a rule, whim is the result of excessive complaisance of adults, and stubbornness is the result of excessive demands.

In the interaction of an adult with a child who is stubborn, one should not overly authoritarianize the demands on him, get angry, but behave decisively and firmly. This applies to parents and teachers, since excessive exactingness, as well as the absence of any requirements, for a child negatively affects the development of the will.

The teacher must prevent these phenomena. Showing stubbornness or whim, the child often understands the inappropriateness of his behavior, but does not know how to overcome such a state, therefore it is worth helping him in finding a compromise solution to the conflict situation, approving his steps that are successful regarding this. With regard to older preschoolers, it is more expedient to use methods of diverting attention from a conflict situation, switching to another activity, for example, outdoor games. Effective is a pedagogical pause - a remote reaction in time to a child's negative act.

During preschool childhood, such a moral quality as discipline develops.

Discipline- the ability to consciously fulfill the rules of conduct, duties, assignments in the family, in kindergarten.

At a younger preschool age, a child should be taught to obedience - the ability to obey elders, to fulfill the tasks set by them, advice, instructions, since he still cannot understand the meaning of what is required of him, but acts according to the model, obeying the authority of an adult. Manifestations of his obedience have signs of moral behavior, the essence of which is trust in an adult. With the development of self-awareness, obedience gradually develops into discipline. It is especially important in the education of discipline to show the importance of correct behavior: a person who knows how to organize his life and work achieves success in all matters.

The education of discipline is one of the most difficult tasks in pedagogical theory and practice. Some teachers tend to consider discipline not only as a means of preventing bad habits, but also as the main condition for academic success. This is the most common manifestation of the authoritarian educational and disciplinary model of education. The problem of discipline is devoted to the works of teachers O. Demurova, L. Ostrovskaya, N. Starodubova, in which it is clear that in preschool age discipline as a character trait is only at the stage of formation. It is important to form the foundations of this moral and volitional quality, primarily through active obedience (the ability of a child to obey adults, to complete the tasks set by them, advice, instructions), already at an early and younger preschool age, when the teacher and parents need to establish a reasonable line between freedom, independence, independence of a 2-3 year old child and his safety. At this age, the vast majority of children express a desire to be obedient, which is based on the emotionally positive attitude of the child to his beloved adults (mothers, grandmothers, teachers) and the recognition of their authority, the desire to get their approval of their behavior, imitate them. Consequently, for a small child, the desire to “be good,” to earn the praise of a close adult, plays a decisive role.

With age, children should be brought to understand the significance of the requirements of adults and their conscious implementation. The main condition for the success of educational work is the correspondence of the requirements to the understanding of the child, their reasoning and expediency, connection with the interests of the child and the needs of life. Necessary are: observance of a clear regime of life of children at home and in a preschool institution; the unity of the requirements of adults to the behavior of the child in different life situations(in particular, during the period of illness of the child or during the holidays); clear explanations by adults of the motives of their own behavior and their requirements for the child, which contributes to mutual respect between the child and the adult.

In the theory of upbringing, the question of the possibility of using punishments is discussed, in particular, in the upbringing of preschool children. At this age, the child is characterized by the plasticity of the nervous system, impressionability. And if parents and educators resort to such a means, then it must be motivated, not degrade the dignity of the child, correspond to the content of the guilt (for example, a ban on playing with a toy for a certain time, regarding which the child did not show frugality, etc.). Physical punishment and intimidation of a child are unacceptable. An effective educational method for children who violate discipline is to appoint them "responsible" for order in the group, which certifies the teacher's trust in them, has a significant advance effect.

The highest manifestation of the conscious discipline of a preschool child is responsible behavior - the independent establishment and fulfillment of requirements, norms of behavior and activity. Responsible behavior is promoted by:

An example of an adult (observance of the promise);

Instructing children in positive actions in order to create an emotional lead in a situation of irresponsible behavior;

Using the effect of own satisfaction as a result of the responsible performance of the assigned task or independently defined duties;

The use of a playful form of explaining the rules of behavior to children ("rules in reverse");

Pedagogical assessment, which can be warning, accompanying, final, serious, playful, but certainly fair, motivated and encouraging to improve behavior.

Of great importance in moral education is the formation of a culture of behavior in children.

The culture of behavior is a set of useful, persistent forms of daily behavior in everyday life, communication, different types activities.

The norms that should become habitual forms of a child's behavior culture are based on such moral values as humanity, mercy, benevolence, diligence, truthfulness, honesty. From an early age, it is necessary to educate the child's respect for folk etiquette: greet, help those who need it, visit the sick, start the day good deed and etc.

Cultural hygiene skills (neatness, neatness of the body, hairstyles, clothes, shoes, culture of eating, behavior at the table);

Culture of activity (the ability to keep in order a place for work, games, study, the habit of completing the work begun, a thrifty attitude to things, toys, books, etc.);

Culture of communication (observance of the norms and rules of communication with adults and peers based on goodwill, respect, polite behavior in public places, etc.).

The child must be aware that compliance with the rules of behavior is a necessary condition for his recognition in the society of adults and peers, his own self-affirmation (to be beautiful, neat, healthy). Children's craving for beauty and harmony must be used to form the unity of their external and internal culture.

The upbringing of a culture of behavior is impossible without a properly organized regimen of classes, games, artistic activities, the development of the cognitive interests of children, their desire for communication. At the same time, it is important to establish joint work of the kindergarten and the family, to ensure the unity of their requirements for the culture of children's behavior. Consolidation of forms of behavior, turning them into habits and needs occurs on the basis of a positive emotional attitude to the relevant actions, as well as to an adult who convinces them of their expediency. Feeling trust in an adult, seeing in him an example of poise, politeness, fair treatment of people, the child realizes the significance of such behavior and seeks to imitate it.

In psychology, there is an idea that children are very sensitive to the external manifestations of a person's real attitude to what he reports, as well as to the person with whom he communicates. They are able to quickly master the "language of feelings", which is part of the culture of communication. It helps to understand others and express oneself, to interest, to cause a friendly attitude towards oneself, to prevent alexithymia (inability to talk about one's feelings). An example of this for children should be the communicative culture of the teacher, which is characterized by lexical and emotional richness, refinement and expressiveness of facial expressions and gestures, sincere interest in the interlocutor, the absence of overt and covert aggressiveness or indifference. It is equally important that the child has the opportunity to join the family in such a culture of communication. Therefore, if necessary, the teacher should initiate the correction of family communication, recommending various forms of joint play, labor and depicting activities of children and parents, and the like.

Linking the task to needs and interestsbeforeschoolchildren. The manifestation of volitional activity by preschoolers is largely determined by their interest in the task, since “must” is not yet the basis for motivating their activities. Therefore, their manifestation of perseverance and perseverance largely depends on how much the educator managed to include the task being performed in the motivational sphere of the personality, to make it significant for them.

Visibilitybeforeschoolboy goals, solvability of the problem for an older preschooler, it is often determined by whether he sees where the end of the task is.

Openness of goals to the greatest extent provided by such a limitation of the volume of work, which creates the possibility of reviewing the entire path to the goal. The designation of any milestones along this path, an indication of the exact final goal in the presence of intermediate milestones and a clear definition of individual steps towards a solution are necessary conditions for making the activity of a preschooler purposeful. And vice versa, the blurring of the boundaries of vision, the vagueness of the task becomes an obstacle to its solution.

The difficulty of the task should be optimal. Tasks that are too easy discourage the preschooler, while tasks that are too difficult can lead to a decrease in the level of volitional efforts or to a refusal to complete the task at all ("do not do it anyway"). The task of optimal complexity, on the one hand, should be accessible, and on the other hand, it should tease the child's pride (come on, try it, complete this task!). Such an assignment provides the learner with an experience of success, which in turn spurs further efforts.

Instructions on how to complete a task. The teacher should tell the students how, in what sequence the task should be performed, what means should be used. Otherwise, the children will begin to perform the task mechanically, thoughtlessly, and after several unsuccessful attempts, they will lose faith in their strength.

It is necessary to show children their progress towards the goal. The teacher must organize the activities of the senior preschooler in such a way that he sees his progress towards the goal, and most importantly, he realizes that this progress is the result of his own efforts.

It seems appropriate to give General characteristics the main volitional qualities of the personality, which begin to form during the period of senior preschool age.

Tenacity and perseverance. These qualities are often considered by psychologists as one and the same manifestation of willpower. We will also consider these concepts as synonyms. They say about perseverance when something does not work out for a person and he tries to do it again and again. Persistence is understood as the desire to achieve the necessary, including success in activity, despite the existing difficulties and failures.

Volitional quality determination characterized as the absence of unnecessary hesitation and doubt in the struggle of motives, timely and, when necessary, quick decision-making and bold implementation. V. V. Bogoslavsky characterizes decisiveness as a volitional quality of a person, manifested in a quick and thoughtful choice of a goal and ways to achieve it

There are many interpretations of volitional quality excerpts. In everyday consciousness, this quality is reflected as composure, lack of ardor in behavior in the event of a conflict. In our understanding of this quality of the will, we agree with E. P. Ilyin, who understands endurance as a stable manifestation of the ability to suppress impulsive, poorly considered emotional reactions, not to succumb to temptation, that is, to suppress strong desires and desires. This quality is expressed in a stable manifestation, if necessary, of a state of restraint, external equanimity, despite a strong desire to take revenge on the offender, to respond with rudeness to rudeness, etc.

It should be noted that personal development older preschooler depends on his ability to overcome difficulties. Without strong-willed qualities and a strong character, it is impossible to achieve permanent success. In this regard, much depends on the activity of the students themselves.

The development of volitional qualities of a person at the stage of senior preschool age has its own characteristics. In his scientific work, L. I. Bozhovich emphasizes that the volitional qualities of a person are not innate. They are formed in the process of a person's whole life and, above all, under the influence of purposeful education. The specificity of volitional actions lies in the conscious self-regulation of one's behavior in difficult conditions, when it is necessary to make proactive conscious efforts in order not to deviate from the goal, to achieve it. The age feature of the older preschooler is a general lack of will.

1.2 The game as an activity in the oldshembeforeschool age

The game is the leading activity of the preschooler.

This is perhaps the most serious activity for preschoolers, in which children learn a lot.

"The game arises in the course of the historical development of society as a result of a change in the place of the child in the system of social relations." (D.B. Elkonin)

Game activity, as the main activity, is closely related to the development of the personality of a preschooler, it causes important changes in the mental processes of the child's personality, which develops, and is also "a source of development and creates a zone of proximal development" (L.S. Vigotsky).

The generally accepted position is that in the process of physical education of preschool children, the leading role belongs to the outdoor game. As one of the main means and methods of physical education, an outdoor game contributes to the effective solution of health-improving and educational tasks.

In developing the issues of improving the theory and methodology of physical education of preschool children, the problem of outdoor play, as a means of comprehensive education and development of the child, was the subject of research by many researchers.

M.V. Leykina gives outdoor games a central place in her work with preschool children. She emphasizes the expediency of using imitative games in the younger groups, in the middle group - more challenging games with rules and a heavy load, and in the older group - games of a competitive nature.

Mastering actions with objects in preschool childhood continues. A child of this age is already familiar with the use of basic items used in household use - clothing, dishes, furniture, etc., but the technique for using them is still quite imperfect. The same applies to the use of a spatula, scoop, pencil, brush, i.e. the simplest tools. The improvement of the technical form of actions with objects continues: the child learns to fasten buttons, tie shoelaces, dig, and use a pencil correctly. Such actions are assimilated more successfully if they are included in activities that attract a preschooler. He is much more willing to do up the buttons on a doll's dress than on his own, learns to hold a pencil while drawing, and so on. Actions with simple, familiar objects cease to arouse interest. Now the baby is attracted to complex, unfamiliar objects and actions with them. He is trying to figure out their structure and purpose: he asks questions to adults, and if possible, resorts to independent "experimentation". Sometimes it ends in tears: the eyes of the doll are squeezed out, the clockwork machine breaks, but in general this is an indicator of the growing curiosity of the child, his interest in things around him. Thus, objective activity, changing, gives rise to curiosity, which is very important for mental development.

On the other hand, objective actions begin to be assimilated and performed in connection with elementary self-service, assistance to adults in the performance of household duties.

Senior preschool age is the most important stage of preschool childhood. The high sensitivity of this age period determines the great potential for the versatile development of the child. The game in the senior preschool age is of great developmental importance.

Motor activity is a natural biological need of children. It is no coincidence that E.A. Arkin considered the significant mobility of the baby "his natural element."

The essence of the game as one of the activities lies in the fact that children reflect in it various aspects of life, the characteristics of adult relationships, clarify their knowledge of the surrounding reality.

Vygotsky L. S. saw in the game an inexhaustible source of personality development, a sphere that defines the "zone of proximal development."

Domestic psychologists: L.S. Vigodsky, O.V. Zaporozhets, D.B. Elkonin, O.M. Leontiev, S.L. Rubinshtein in their studies emphasize that in order to fully develop and educate a child, it is advisable to use those means, forms and methods of pedagogical influence that are adequate to his age, they must be organically combined with special, specific activities that are characteristic of this age period.

The game also affects the development of children's independence, creativity, personal qualities. The game creates a positive emotional background, against which all mental processes proceed most actively. The game does not arise spontaneously, but develops in the process of education. Being a powerful stimulus for the development of the child, it itself is formed under the influence of adults. In the process of the child's interaction with the objective world, necessarily with the participation of an adult, not immediately, but at a certain stage in the development of this interaction, a truly human children's game arises.

The value of the game in the development and education of the individual is unique, since the game allows each child to feel like a subject, to manifest and develop his personality. There is reason to talk about the influence of the game on the life self-determination of preschoolers, on the formation of a communicative uniqueness of the personality, emotional stability, and the ability to be included in the increased role dynamism of modern society.

We can say that the game is a method of knowing reality.

It is directed by internal forces and allows the child to quickly master the initial, but very extensive foundations of human culture. Perhaps the game seduces the child with its incomprehensible variety of situations that require him to actively display individuality, ingenuity, resourcefulness, creativity, and independence.

The educational potential of the game and its influence on the development of a child's personality, especially, clearly reveal themselves with careful study and use of hidden game mechanisms. During the game, children have three types of goals. The first goal - the most common - enjoyment, the pleasure of the game. It can be expressed in two words: "I want to play!" The second goal is the actual game task, i.e. task associated with the implementation of the rules, playing the plot, role. It exists in the form of the requirement "should": "We must play this way, and not otherwise!" The third goal is directly related to the process of fulfilling the game task, which in essence constitutes creativity and at the same time puts forward the third postulate - "I can!" With the help of such a three-stage motivation "I want! - I must! - I can!" play becomes a means of translating the demands made on the child by adults into the demands that the child makes on himself. This is the main mechanism of its influence on the personality of the child and the process of his self-education.

So, the leading activity of preschool children, according to universal recognition, is the game, "which is a form of active participation in the surrounding social life accessible to the child, active knowledge of the actions and attitudes of adults."

1 .3 Roleoutdoor gamesin the formation ofleftist personality traitsschoolboy

One of the founders of the system of physical education preschoolers E.A. Arkin emphasized that "The game gives the child the fullness of life that he wants, hence it follows that it is the game that should be the lever of preschool education."

Outstanding teacher P.F. Lesgaft in his original system of physical education assigned a significant place to outdoor games. He viewed play as an exercise by which the child prepares for life.

Most of their time, children of senior preschool age are not busy with communication, teaching or housework, but with a game, the process of education is going on in it to the same extent as in other types of activity. If the teacher notices that in learning, communication or work the child lacks certain personality traits, then first of all, care should be taken to organize such games where the corresponding qualities could manifest and develop.

Outdoor games are the first activity that plays a particularly significant role in the development of the personality, in the formation of its properties and the enrichment of its internal content, moral and volitional qualities.

In the process of development, personal significance and attractiveness are usually acquired, first of all, by those actions and those manifestations of the personality that, having become accessible, have not yet become everyday. It is precisely the new ones, those who have just been born and have not yet consolidated themselves, as something habitual acquisitions of development, that predominantly enter the game.

Independence - independence, freedom from external influences, coercion, from outside support, help. Independence - the ability for independent action, judgment, initiative, determination. Such definitions give us " Dictionary Russian language". In pedagogy, this is one of the volitional spheres of the individual. This is the ability not to succumb to the influence of various factors, to act on the basis of one's views and motives.

Games play a special role in the development of the will in children in all of the above areas, and each type of play activity makes its own, specific contribution to the improvement of the volitional process. Constructive object games, which appear first in the age development of the child, contribute to the accelerated formation of arbitrary regulation of actions. Outdoor games lead to the consolidation of the necessary volitional personality traits in the child. Collective outdoor games with rules, in addition to this task, solve another one: strengthening the self-regulation of actions.

Working with older preschoolers reveals their psychological need to pass all sorts of tests to confirm their skill, the manifestation of strong-willed qualities (persistence, determination, endurance, etc.). By volitional qualities, we mean the features of volitional regulation, which manifest themselves in specific specific conditions, due to the nature of the difficulty being overcome. Traditionally, in psychology, the volitional qualities of a person are studied through the manifestation of physical effort. (1, p. 130)

It seems appropriate to consider the basic volitional qualities of a person and the ways of their formation through various games. Signs of perseverance are: the desire to constantly bring the work begun to the end; the ability to pursue a goal for a long time without reducing energy in the fight against difficulties; the ability to continue an activity if one does not want to engage in it or if another, more interesting activity arises; the ability to persevere in a changing environment. Persistence is characterized by the ability of the individual to mobilize their capabilities for a long struggle with difficulties.

Signs of perseverance are: the ability to continue activities, despite failures and other difficulties; the ability to overcome painful conditions; the ability to persistently achieve the intended goal.

The above volitional qualities can be developed in children of primary school age with the help of outdoor competition games. Signs of decisiveness: quick and deliberate decision-making when performing one or another action or deed; implementation of the decision made without hesitation, confidently; lack of confusion when making decisions in difficult conditions and during emotional excitement; manifestation of decisive action in an unusual environment. In games for the development of determination, the time between the signal of the educator to start the task and the actual start of its implementation is determined.

Thus, we can say that such a quality as determination can be formed and developed in children with fairly simple games.

Signs of endurance are: the manifestation of patience in activities performed in difficult conditions; ability to behave in conflict situations; the ability to inhibit the manifestation of feelings with strong emotional arousal; the ability to control one's behavior in an unusual environment.

It is important that parents of students are involved in the games, who could, for example, play the role of experts. The ongoing psychoprophylactic work with parents can also contribute to the development of volitional qualities of preschoolers.

conclusionsby chapter

When writing a term paper, it was not possible to equally study all the questions. Some problems retain the nature of assumptions, mainly due to the insufficient development of the topic in Russian historiography.

In the course work, we examined the process of the emergence and development of such volitional processes in a preschooler as patience, stubbornness, endurance, etc. Of course, we did not consider all points of view regarding this problem, but all the main opinions and facts were taken into account. Thanks to this, we got a fairly complete picture of the volitional qualities of the personality of older preschoolers.

The game arises from the child's need to know the world around him, and to live in this world like adults. The game, as a way of knowing reality, is one of the main conditions for the development of children's imagination and independence. It is not imagination that gives rise to play, but the activity of a child who cognizes the world creates his fantasy, his imagination, his independence. The game obeys the laws of reality, and its product can be the world of children's fantasy, children's creativity. The game forms cognitive activity and self-regulation, allows you to develop attention and memory, creates conditions for the formation of abstract thinking. Outdoor games for older preschoolers are a favorite form of activity. In outdoor games, the emotional-volitional sphere of the child is formed, children enrich their social experience, learn to adapt in unfamiliar situations.

The game method of including a preschooler in activities involves a personal approach, when the teacher is focused on the personal approach as a whole, and not only on its functions.

The game is not entertainment, but a special method of involving children in creative activity, a method of stimulating their activity.

The game as a psychological problem still gives a lot of facts for scientific thought, there is still a lot to be discovered by scientists in this field. The game as a problem of education requires tireless, everyday thoughts of parents, requires creativity and imagination from teachers. Raising a child is a great responsibility, great work and great creative joy, giving consciousness of the usefulness of our existence on earth.

The formation of the volitional qualities of a preschooler is one of the conditions for his development in learning. Interaction between teachers and parents is necessary under the program for the formation of volitional qualities of children. Spontaneously developed volitional qualities can influence the appearance of the affect of inadequacy, self-will and deviant behavior.

The formation of volitional qualities of older preschoolers in the process of playing activity is a complex, multifaceted and lengthy process. Teachers, psychologists, and parents of students should be involved in it.

Outdoor games and physical exercises not only improve the health and develop the child's body, but also are a means for educating strong-willed qualities of character, affect the behavior of children.

Chapter 2Researchwork onthe formation of volitional qualities of a personpreschoolersin the process of gaming activity

2.1 Studyformedawnstrong-willedqualitiesatpreschoolers

Improving the volitional regulation of behavior in older preschoolers is associated with their general intellectual development. Therefore, it is practically impossible to educate the will of a child in isolation from his general psychological development. A significant role in the psychological development of the personality, in the formation of its properties and the enrichment of its internal content, as well as moral and volitional qualities, is given to the game. It is known that the age feature of a preschooler is a general lack of will. Therefore, a properly organized game activity of a child contributes to the formation of such strong-willed qualities as responsibility, perseverance, perseverance, determination, endurance. Experimental work on the formation of volitional qualities of a personality in the process of playing activity was carried out with a group of preschoolers of the kindergarten "Zvezdochka" in Moscow. There are 29 people in the group. At the first stage of our study, we studied volitional manifestations in children. Preschoolers were offered outdoor games. This was done in order to create conditions that require from the child certain volitional efforts necessary to achieve personal success. In addition, these games revealed the goodwill of children in relation to adults and peers. Each game helped to determine how developed the children's coordination of movements, actions, which are a means of achieving the game goal, as well as volitional qualities: endurance, perseverance, perseverance.

The game" Drag in pairs"

The team that managed to win won.

The analysis was carried out according to the scheme:

1. Does the child know how to keep and achieve the goals set by adults.

2. Whether he knows how to independently set a goal and be guided by it in activities, achieve results. Reasons why the goal is not achieved.

3. Does the child know how to restrain his emotions (do not cry if it hurts) and immediate desires (to help the guards, the teacher, when you want to play; do not shout, but wait for your turn).

4. What volitional qualities are formed in the child:

1)a responsibility - independently set a goal, and is guided by it in activities, achieves results. Fulfills the requirements of an adult and does it all accurately.

2) perseverance- shows a desire to achieve the necessary. Achieves success in activities, despite the existing difficulties and failures, overcoming painful conditions.

3) persistence - shows: the desire to constantly bring the work begun to the end; the ability to pursue a goal for a long time without reducing energy in the fight against difficulties; the ability to continue an activity if one does not want to engage in it or if another, more interesting activity arises; the ability to persevere in a changing environment.

4) determination- promptly and, when necessary, quickly makes decisions and boldly implements them. There are no unnecessary hesitations and doubts in the struggle of motives. Quickly and thoughtfully chooses a goal and finds ways to achieve it.

5) excerpt- shows the ability to suppress impulsive, ill-considered emotional reactions, not to succumb to temptation, that is, to suppress strong desires, desires. If necessary, he knows how to show restraint, external equanimity, despite a strong desire to take revenge on the offender, to respond with rudeness to rudeness.

6) discipline - the child obeys the social rules of behavior and activity; consciously fulfills the social rules of behavior and activity;

7) independence - able to act without outside help, to carry out activities on their own initiative.

The results of the study were placed in table 1.

	Surname and name of the child	What volitional qualities are formed in a child

	Andreeva Elena
	Alekseev Dmitry
	Babkov Ruslan
	Belukha Irina
	Burdinskaya Diana
	Burlakova Polina
	Bykova Regina
	Vitoshkina Anastasia
	Gnoevoy Oleg
	Grigoriev Alexander
	Eremeenko Valentin
	Zhivotovsky Alexander
	Zozulya Valery
	Ivashin Stanislav
	Louise Kaledjian
	Karapetyan Diana
	Loiko Anastasia
	Makarova Julia
	Matyash Dmitry
	Medianik Alexander
	Molokaeva Alina
	Ovchinnikova Tatiana
	Ostapenko Denis
	Plotnikova Alexandra
	Ponomareva Victoria
	Fedorov Eldar
	Hodokova Yvette
	Chigodaikina Aneta
	Shapovalov Evgeny

So, the table shows that in many children decisiveness and independence prevail; such strong-willed qualities as perseverance, perseverance, endurance are poorly developed. It should be noted that some children do not have sufficient discipline and responsibility. So, we have identified the following levels of formation of volitional manifestations in children:

1. High - the child independently sets a goal and is guided by it in activities, knows how to restrain his emotions and immediate desires. The child has formed such strong-willed qualities as discipline, independence, perseverance, endurance, determination, perseverance, responsibility.

2. Medium - the child independently sets a goal, but is not guided by it in activities, does not know how to restrain his emotions and immediate desires. The child has formed only some volitional qualities: responsibility, endurance, independence.

3. The child does not know how to independently set a goal, be guided by it in activities, does not know how to restrain his emotions and immediate desires. The child is not fully formed strong-willed qualities.

We got the following: 4 children showed a high level of formation of volitional manifestations; 15 - medium and 10 children - low level. Let's show it as a percentage: high level - 14%; medium - 52%; low - 34%.

After studying the volitional qualities of preschool children, we compiled a system of games and exercises in order to form their volitional qualities.

2.2 The system of work on the formation of strong-willedqualitiespreschoolersthroughmobilegame

The game in the life of a preschooler occupies a huge place, and is important for the mental and emotional-volitional development of the child. In order for the game of a preschooler to be not only developing in nature, but also to contribute to the development of volitional qualities, this should be:

a) playing by the rules or with the rules;

b) a collective, partnership game in which both peers and adults can be partners;

c) conditions must be created in it for each player to build their own strategy;

d) the goal of the game should be to win (i.e. it is always either a competitive game or an achievement game).

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Education of volitional qualities in outdoor games in children of senior preschool age

Introduction

Chapter 1. Theoretical foundations of the problem under study

1.1 Volitional qualities of a preschooler's personality

1.2 Play as an activity in senior preschool age

1.3 The role of outdoor games in the formation of volitional qualities of a preschooler

Chapter Conclusions

Chapter 2

2.1 The study of the formation of volitional qualities in preschoolers

2.2 The system of work on the formation of volitional qualities of a preschooler through the game

Conclusion

Bibliography

Introduction

The relevance of research. Will refers to the key problems of personality development that determine the independence and responsibility of a preschooler for being in demand in the future. Today, physical education is aimed primarily at protecting and strengthening the health of children, increasing the body's defenses, fostering a strong interest in motor skills, skills, volitional and physical qualities (speed, dexterity, endurance, flexibility), and the formation of a culture of health.

aim This course work is the study of methods and techniques for organizing mobile play activities of preschoolers in order to form their volitional qualities.

Object of study- educational process in preschool institutions.

Subject of study- methods and techniques for organizing the gaming activities of preschoolers in order to form their volitional qualities.

Research objectives:

1. To study the level of development of this problem in the psychological and pedagogical literature.

2. Determine the essence of the concept of "volitional qualities". Give a description of the game activity;

3. Determine the methods and techniques for organizing gaming activities in order to form the volitional qualities of preschoolers.

4. Offer a system of games and game techniques in order to form the volitional qualities of preschoolers.

5. Check the pedagogical effectiveness of the proposed system of work.

Research methods:

1. Theoretical - analysis of psychological and pedagogical literature, methods of theoretical generalization.

2. Empirical - observation, experiment, analysis of the products of the activities of preschoolers.

3. Mathematical - determination of quantitative and qualitative indicators of the effectiveness of the proposed system of work.

Research stages:

1. The study of psychological and pedagogical literature, the definition of the content of the research work (September-December 2009).

2. Conducting research (January-February 2010).

3. Processing and registration of the collected factual material in the form of a qualifying work (March-April 2010).

The qualifying work consists of an introduction, two chapters, a conclusion, a list of references, including 32 sources, an appendix.

Chapter 1. Theoretical foundations of the problem under study

1.1 Volitional qualities of a personality of senior preschool age

The morality of a person is a consequence of such moral-volitional qualities as independence, organization, purposefulness, perseverance, discipline, courage.

Especially responsible for the development of the will is the period during which the independence of the child is formed, which is trying to free itself from the care of adults, although it does not yet possess sufficient skills and abilities. Imposing the will of an adult at this time can lead to a violation of the child's behavior - negativism. During the transition from early to proper preschool age, the most characteristic manifestations of negative behavior are:

2. Stubbornness. It is often confused with persistence. Evidence of stubbornness is the child's demand for his own only because he so wants and does not want to change his mind.

The following pedagogical conditions contribute to the formation of a child's volitional behavior:

Gradual strengthening of the requirements for the child, assistance in achieving success in their activities;

Encouraging the desire and readiness of the child to discover independence and initiative;

Gradual transition from tasks related to the fulfillment of the requirements of an adult according to his direct instructions, to creative tasks at the child's own request;

Creation of conditions for the realization of the leading position of the child in creative activity and in the classroom.

The teacher is called upon to help the child to realize his desires, the requirements of adults, to use them in different ways to get out of a difficult situation, using an analysis of its causes, in finding rational ways to achieve the goal, choosing the most optimal from alternative types of behavior.

In younger and older preschool age, manifestations of whims and stubbornness are possible.

Caprice- fleeting unfair desires, manifestations of unjustified dissatisfaction.

Often parents do not distinguish whim from stubbornness, since their external manifestations have much in common, although the reasons that give rise to them are different.

Stubbornness- the child's conscious attempt to fulfill his unjust desires.

During preschool childhood, such a moral quality as discipline develops.

Discipline- the ability to consciously follow the rules of conduct, duties, assignments in the family, in kindergarten.

At a younger preschool age, a child should be taught obedience - the ability to obey elders, to carry out the tasks set by them, advice, instructions, since he still cannot understand the meaning of what is required of him, but acts according to the model, obeying the authority of an adult. Manifestations of his obedience have signs of moral behavior, the essence of which is trust in an adult. With the development of self-awareness, obedience gradually develops into discipline. It is especially important in the education of discipline to show the importance of correct behavior: a person who knows how to organize his life and work achieves success in all matters.

The education of discipline is one of the most difficult tasks of pedagogical theory and practice. Some teachers tend to consider discipline not only as a means of preventing bad habits, but also as the main condition for academic success. This is the most common manifestation of the authoritarian educational and disciplinary model of education. The problem of discipline is devoted to the works of teachers O. Demurova, L. Ostrovskaya, N. Starodubova, in which it is clear that in preschool age discipline as a character trait is only at the stage of formation. It is important to form the foundations of this moral and volitional quality, primarily through active obedience (the ability of a child to obey adults, to complete the tasks set by them, advice, instructions), already at an early and younger preschool age, when the teacher and parents need to establish a reasonable line between freedom, independence, independence of a 2-3 year old child and his safety. At this age, the vast majority of children express a desire to be obedient, which is based on the emotionally positive attitude of the child to his beloved adults (mothers, grandmothers, teachers) and the recognition of their authority, the desire to get their approval of their behavior, imitate them. Consequently, for a small child, the desire to “be good,” to earn the praise of a close adult, plays a decisive role.

With age, children should be brought to understand the significance of the requirements of adults and their conscious implementation. The main condition for the success of educational work is the correspondence of the requirements to the understanding of the child, their reasoning and expediency, connection with the interests of the child and the needs of life. Necessary are: observance of a clear regime of life of children at home and in a preschool institution; the unity of the requirements of adults to the behavior of the child in different life situations (in particular, during the period of illness of the child or during the holidays); clear explanations by adults of the motives of their own behavior and their requirements for the child, which contributes to mutual respect between the child and the adult.

The highest manifestation of the conscious discipline of a preschool child is responsible behavior - the independent establishment and implementation of requirements, norms of behavior and activity. Responsible behavior is promoted by:

An example of an adult (observance of the promise);

Instructing children in positive actions in order to create an emotional lead in a situation of irresponsible behavior;

Using the effect of own satisfaction as a result of the responsible performance of the assigned task or independently defined duties;

The use of a playful form of explaining the rules of behavior to children ("rules in reverse");

Pedagogical assessment, which can be warning, accompanying, final, serious, playful, but certainly fair, motivated and encouraging to improve behavior.

Of great importance in moral education is the formation of a culture of behavior in children.

The culture of behavior is a set of useful, persistent forms of daily behavior in everyday life, communication, and various activities.

Cultural hygiene skills (neatness, neatness of the body, hairstyles, clothes, shoes, culture of eating, behavior at the table);

Culture of activity (the ability to keep in order a place for work, games, study, the habit of completing the work begun, a thrifty attitude to things, toys, books, etc.);

Culture of communication (observance of the norms and rules of communication with adults and peers based on goodwill, respect, polite behavior in public places, etc.).

Linking the task to the needs and interests of preschoolers. The manifestation of volitional activity by preschoolers is largely determined by their interest in the task, since “must” is not yet the basis for motivating their activities. Therefore, their manifestation of perseverance and perseverance largely depends on how much the educator managed to include the task being performed in the motivational sphere of the personality, to make it significant for them.

Visibility of the goal by the preschooler, solvability of the problem for an older preschooler, it is often determined by whether he sees where the end of the task is.

It seems appropriate to give general characteristics to the main volitional qualities of a personality that begin to form during the period of senior preschool age.

It should be noted that the personal development of an older preschooler depends on his ability to overcome difficulties. Without strong-willed qualities and a strong character, it is impossible to achieve permanent success. In this regard, much depends on the activity of the students themselves.

1.2 Play as an activity in senior preschool age

The game is the leading activity of the preschooler.

This is perhaps the most serious activity for preschoolers, in which children learn a lot.

"The game arises in the course of the historical development of society as a result of a change in the place of the child in the system of social relations." (D.B. Elkonin)

M.V. Leykina gives outdoor games a central place in her work with preschool children. She emphasizes the expediency of using simulation games in the younger groups, more complex games with rules and a heavy load in the middle group, and competitive games in the older group.

Mastering actions with objects in preschool childhood continues. A child of this age is already familiar with the use of the main items used in household use - clothes, dishes, furniture, etc., but the technique for using them is still quite imperfect. The same applies to the use of a spatula, scoop, pencil, brush, i.e. the simplest tools. The improvement of the technical form of actions with objects continues: the child learns to fasten buttons, tie shoelaces, dig, and use a pencil correctly. Such actions are assimilated more successfully if they are included in activities that attract a preschooler. He is much more willing to do up the buttons on a doll's dress than on his own, learns to hold a pencil while drawing, and so on. Actions with simple, familiar objects cease to arouse interest. Now the baby is attracted to complex, unfamiliar objects and actions with them. He is trying to figure out their structure and purpose: he asks questions to adults, and if possible, resorts to independent "experimentation". Sometimes it ends in tears: the eyes of the doll are squeezed out, the clockwork machine breaks, but in general, this is an indicator of the growing curiosity of the child, his interest in things around him. Thus, objective activity, changing, gives rise to curiosity, which is very important for mental development.

On the other hand, objective actions begin to be assimilated and performed in connection with elementary self-service, assistance to adults in the performance of household duties.

Motor activity is a natural biological need of children. It is no coincidence that E.A. Arkin considered the significant mobility of the baby "his natural element."

Vygotsky L. S. saw in the game an inexhaustible source of personality development, a sphere that defines the "zone of proximal development."

We can say that the game is a method of knowing reality.

1.3 The role of outdoor games in the formation of volitional qualities of a preschooler's personality

Outstanding teacher P.F. Lesgaft in his original system of physical education assigned a significant place to outdoor games. He viewed play as an exercise by which the child prepares for life.

Independence - independence, freedom from external influences, coercion, from outside support, help. Independence - the ability for independent action, judgment, initiative, determination. Such definitions are given to us by the Explanatory Dictionary of the Russian Language. In pedagogy, this is one of the volitional spheres of the individual. This is the ability not to be influenced by various factors, to act on the basis of one's views and motives.

Thus, we can say that such a quality as determination can be formed and developed in children with fairly simple games.

Chapter Conclusions

The game method of including a preschooler in activities involves a personal approach, when the teacher is focused on the personal approach as a whole, and not only on its functions.

The game is not entertainment, but a special method of involving children in creative activity, a method of stimulating their activity.

Chapter 2. Research work on the formation of volitional qualities of the personality of preschoolers in the process of playing activity

2.1 The study of the formation of volitional qualities in preschoolers

Pair pull game

The team that managed to win won.

The analysis was carried out according to the scheme:

1. Does the child know how to keep and achieve the goals set by adults.

2. Whether he knows how to independently set a goal and be guided by it in activities, achieve results. Reasons why the goal is not achieved.

3. Does the child know how to restrain his emotions (do not cry if it hurts) and immediate desires (to help the guards, the teacher, when you want to play; do not shout, but wait for your turn).

4. What volitional qualities are formed in the child:

1)a responsibility - independently set a goal, and is guided by it in activities, achieves results. Fulfills the requirements of an adult and does it all accurately.

2) perseverance- shows a desire to achieve the necessary. Achieves success in activities, despite the existing difficulties and failures, overcoming painful conditions.

3) perseverance - shows: the desire to constantly bring the work begun to the end; the ability to pursue a goal for a long time without reducing energy in the fight against difficulties; the ability to continue an activity if one does not want to engage in it or if another, more interesting activity arises; the ability to persevere in a changing environment.

4) determination- Makes decisions quickly and boldly implements them when needed and in a timely manner. There are no unnecessary hesitations and doubts in the struggle of motives. Quickly and thoughtfully chooses a goal and finds ways to achieve it.

6) discipline - the child obeys the social rules of behavior and activity; consciously fulfills the social rules of behavior and activity;

7) independence - able to act without outside help, to carry out activities on their own initiative.

The results of the study were placed in table 1.

№	Surname and name of the child	What volitional qualities are formed in a child
№	Surname and name of the child	1	2	3	4	5	6	7
1	Andreeva Elena	+	+	_	+	+	+	+
2	Alekseev Dmitry	_	+	+	_	_	+	+
3	Babkov Ruslan	+	+	+	_	_	_	+
4	Belukha Irina	_	+	+	+	_	_	+
5	Burdinskaya Diana	+	_	+	_	+	_	+
6	Burlakova Polina	_	+	+	_	_	_	_
7	Bykova Regina	_	+	+	_	_	_	_
8	Vitoshkina Anastasia	+	_	_	+	+	+	+
9	Gnoevoy Oleg	+	_	+	_	+	+	+
10	Grigoriev Alexander	_	_	+	+	+	_	+
11	Eremeenko Valentin	+	+	+	+	+	+	_
12	Zhivotovsky Alexander	_	_	_	+	_	_	+
13	Zozulya Valery	_	+	+	_	+	+	+
14	Ivashin Stanislav	+	_	+	_	+	+	_
15	Louise Kaledjian	+	_	+	+	+	+	+
16	Karapetyan Diana	_	+	_	_	+	+	+
17	Loiko Anastasia	_	_	_	+	_	_	+
18	Makarova Julia	+	+	+	_	+	_	_
19	Matyash Dmitry	_	+	+	_	+	_	+
20	Medianik Alexander	_	_	_	+	_	_	+
21	Molokaeva Alina	_	_	_	+	_	_	_
22	Ovchinnikova Tatiana	+	_	+	+	+	+	+
23	Ostapenko Denis	_	+	_	_	+	_	_
24	Plotnikova Alexandra	_	+	_	_	+	_	_
25	Ponomareva Victoria	+	+	_	_	_	+	+
26	Fedorov Eldar	_	+	_	+	_	+	_
27	Hodokova Yvette	_	_	_	+	_	_	_
28	Chigodaikina Aneta	+	_	+	_	+	+	_
29	Shapovalov Evgeny	+	_	_	+	+	+	_

After studying the volitional qualities of preschool children, we compiled a system of games and exercises in order to form their volitional qualities.

2.2 The system of work on the formation of volitional qualities of preschoolers through an outdoor game

a) playing by the rules or with the rules;

b) a collective, partnership game in which both peers and adults can be partners;

c) conditions must be created in it for each player to build their own strategy;

d) the goal of the game should be to win (i.e. it is always either a competitive game or an achievement game).

We have developed a system of games for the formation of strong-willed qualities.

Work with children included extensive use of outdoor games. They contributed to the formation of such strong-willed qualities of a preschooler as responsibility, perseverance, perseverance, determination. Such games were built on a voluntary basis, provided for a large role of leaders from among the children themselves, with general guidance from the elders. Introduce children to new games. On warm days, they were held outdoors, on the playground. Such games did not require any special equipment or inventory. Let us describe these games, which were used to form volitional qualities.

1. "Hares in the garden". All the children took part in the game. On site

draw two circles, one inside the other. The diameter of the outer circle was 4 m, and the inner one - 2 m. The drivers-"watchmen" were chosen by two, since there were many children. The "watchmen" were in the inner circle (garden), the rest of the players were "hares" in the outer one. The hares jumped on two legs - first into the garden, then back. At the signal of the leader, the watchman caught the hares that were in the garden, catching up with them within the outer circle. Those whom the watchman taunted were eliminated from the game. When all the hares were caught, a new guard was chosen and the game began again. In this game, children developed determination, discipline, responsibility. Some children violated the rules of the game - "hares" jumped out of the outer circle, "watchmen" caught "hares" in the outer circle. Children had to be reminded of the rules, to observe discipline.

2. "Cosmonauts"

At the corners and sides of the site, 5 large triangles were drawn - "rocket sites". Inside each "rocket launcher" they drew 4 circles - "rockets". There were 9 fewer of them than those playing. On the side of each "rocket launcher" they wrote routes:

3 - L - 3 (Earth - Moon - Earth)

3 - M - 3 (Earth - Mars - Earth)

3 - H - 3 (Earth - Neptune - Earth)

3 - B - 3 (Earth - Venus - Earth)

3 - C - 3 (Earth - Saturn - Earth)

At the beginning of the game, the attention of the children was directed to the implementation of the rules: to start the game - only on the set signal of an adult; scatter - only after the words: "To those who are late - there is no place!" The players, holding hands, walked in a circle in the center of the site and said:

Fast rockets are waiting for us

For planet walks.

What we want

Let's fly to this one!

But there is one secret in the game:

Latecomers - no room!

As soon as the last word was pronounced, everyone scattered around the "rocket sites" and tried to quickly take their places in any of the pre-drawn "rockets". routes. This meant that they were taking a walk in "space". Then everyone again stood in a circle, joined hands and the game was repeated. Those who managed to make three flights won. In this game, there were also cases of violation of the rules: they ran away without waiting for the words: "There is no place for latecomers!" The game formed such strong-willed qualities as endurance, responsibility.

3. "Polar bears" . The area where the game was played was the sea. A small place was outlined to the side - an ice floe. On it stood the driver - "polar bear". The rest of the "bear cubs" were arbitrarily placed throughout the site. The rules of the game, which were told to the children, were as follows: the "bear cub" could not slip out from under the hands of the couple surrounding him until he was taunted by the "bear"; when catching, it was forbidden to grab those playing for clothes, and those who ran away to run out of the boundaries of the site. The game began with the "bear" growling: "I'm going out to catch!" - and began to catch "bear cubs". First, he caught one "bear cub" (taken to the ice floe), then another. After that, two caught "bear cubs" joined hands and began to catch the rest of the players. "Bear" retreated to the ice floe. Having overtaken someone, two "bear cubs" joined their free hands so that the caught player found himself between the hands, and shouted: "Bear, help!" "Bear" ran up, knocked down the one he had caught and took him to the ice floe. The next two caught also joined hands and caught "bear cubs". The game continued until all the "bears" were caught. The last player caught became the "polar bear". The last player caught won. The game was aimed at developing such strong-willed qualities as determination, endurance, perseverance. Some children broke the rules: they slipped out from under the arms of the couple surrounding him, without waiting for the "bear" to bite; they grabbed the players by their clothes; pushed each other. I had to stop the game and remind the rules of the game, to focus on endurance, determination.

4 ."Compass".A circle with a diameter of 3 m was drawn on the ground. At a distance of about 3 m from the circle, the letters "C" (north), "South" (south), "3" (west), "B" (east) were written according to the direction. Immediately before the game, the rules were explained: the game should be started at the signal of the teacher; Penalty points will be awarded for each violation of the rules. In order for the children to remember the rules of the game, they asked two people to repeat these rules. After that, the children were asked to stand with their backs to the center of the circle, and listen to the teacher's command: "South!", "North!", "West!", "East!" On command: "South!" everyone had to turn in the same direction. A player facing north rotated 180°. Others at this time had to make half a turn to the right or left in order to fulfill the command of the teacher. It depended on the position in which this or that player was. The leader gave various commands, and the children took the appropriate positions. The one who made a mistake (turned in the wrong direction) received a penalty point. The winner is the one who scored fewer penalty points during the game. The game brought up honesty (the children themselves considered penalty points), perseverance (it was necessary to try to clearly follow the commands, not to make mistakes), endurance.

The use of outdoor games contributed to the formation of endurance, discipline, independence. Games developed perseverance, endurance.

It took at least 8-10 minutes to organize and conduct games (if 2-3 were held at once). For example, in the game "Burners" the children were tasked with observing the following rules: start the game at the signal of an adult; it was possible to start running only at the end of the recitative. The children became pairs one after another, holding hands. Ahead, at a distance of 3-4 m was the place of the driver. At the signal of an adult, the children began a recitative:

oblique, oblique,

Don't go barefoot

And go shod

Wrap your paws.

If you are shod

Wolves won't find a hare

The bear will not find you.

Come out, you burn, you burn!

As soon as the guys finished the recitative, the first couple separated their hands and ran forward to reconnect beyond the line, where the driver could no longer catch. He had to catch one of the guys, otherwise he had to drive again. The driver stood behind everyone in a pair with the one he caught. The other of this pair became the driver. Those who were never caught won the game. This game was new for the students, so they learned it, and then the children even played on their own.

The game "At the bear in the forest" was familiar to the children. But still, some did not follow the rules, which were as follows: start the game at the signal of the leader; the driver could run out of the "den" only when the last word of the recitative was pronounced. At the signal of the leader, the children approached the "bear's lair" and began to make movements imitating picking berries and mushrooms, and at the same time they all said together:

At the bear in the forest

I take mushrooms and berries

And the bear sits

Growls at me.

When the children uttered the last word - "growls", the "bear" with a growl jumped out of the den and caught someone. Caught, he took to the lair. The game ended with the end of the break. The uncaptured children were the winners. Both the game "Burners" and this game brought up endurance, determination, discipline.

The games had their own characteristics. First of all, their organization provided for the voluntary participation of children. We tried to select games that were simple but entertaining, in which the variability of the composition of participants was allowed, and the results were quickly revealed. Outdoor games that form volitional qualities were also organized in small groups (no more than 10-15 people in each). With a large number of people who wanted to play the same game ("Two Frosts", "Slower ride - you will continue", "Karasi and pike") or different games, they were played with several groups of children, in different places. After identifying the winners, the competition continued with a new line-up of players.

In case of bad weather (rain, snow, severe frost, strong wind), the games were organized indoors. The time for active motor activity of children was determined in advance. The equipment required for the games was selected, often the children themselves were involved in its preparation.

In order for the interests of the children to coincide and the games to take place more lively, a game library was used. A small box with small game equipment (game library) was taken out into place. The inventory was distributed to everyone, and it was proposed to engage in one or another game with objects (balls, hoops, ropes) on their own or together with comrades. We selected games that were not of an acutely conflicting nature, did not cause great gambling excitement. Games were selected from simple plot, gave the opportunity to any child to enter the game and leave it at will. These games didn't last long. Sometimes some children just watched the game from the sidelines. Group games were also played with children, in which at any moment any child could leave the game and enter the game without disturbing its progress. These were the games:

The guys stood in a circle, in the middle there was a driver who was blindfolded. The players walked in a circle after the leader, repeating his movements (gymnastic or dance), then stopped and said:

We played a little

Now we are in a circle.

You solve the riddle

Who called you - find out!

The teacher silently pointed to one of the players, who exclaimed: "Find out who I am!" The driver called his name. If he guessed, the recognized one became the driver, if he was mistaken, the game was repeated. The one who had never been the driver won.

Children had to follow the rules: Option 1 - only the one whom the leader points to speaks the words; you can change the timbre of your voice only when the guys begin to distinguish the voices of their comrades. Option 2 - the players go to the right (or left) in a circle and say in a singsong voice: "We made the whole circle, we'll turn around at once!" - make a full turn and continue moving in the same direction, after which they continue: "And how do we say:" Skok, hop, hop "(these three words are spoken only by a pre-designated player), - guess whose voice?" The game was aimed at the formation of endurance, responsibility, discipline.

applied game exercises and games like attractions: tasks with throwing bags, throwing rings, actions with eyes closed, performing exercises for agility, coordination and balance. Several people participated in them, and the rest actively watched. Participants of each attraction quickly changed. We selected attractions that require little space, are simple in terms of equipment and simple in content. They were carried out simultaneously in different places of the site.

Organized sedentary games:

1. "Make No Mistake"

Drawings were prepared on sheets of cardboard depicting a mill, a tree, a ball, a woodcutter, a bridge, a stork, a frog, a butterfly, a cat, a bear, an eagle, a trolley bus. The players lined up in a line or formed a semicircle.

The leader of the game alternately showed sheets with drawings, and the children depicted them in poses. For example:

Mill: one arm was raised, the other was lowered and pressed to the body. Children showed how the mill works: they changed the position of their hands.

Ball: squatted, the back had to be round. The players started jumping. The feet were connected, the knees rose high when jumping.

Woodcutter: the players raised their hands above their heads with

fingers joined, legs straight. With a wide swing, the guys imitated chopping firewood.

Those who completed the task more successfully than others won.

Rules of the game: Penalty points were awarded for each inaccurate execution.

2. "Three movements"

The players formed a semicircle. The game leader showed three movements. First: arms bent at the elbows, hands at shoulder level; second: hands raised forward at shoulder level; third: hands raised up. Showing one movement, he at the same time called the number of another.

The players had to perform the same movements that corresponded to the named number, and not those that the teacher showed. The one with the fewest points wins. Thus, the ability to perform only those movements that corresponded to the named number contributed to the formation of such strong-willed qualities as independence, endurance. And the ability to avoid mistakes, so as not to get a penalty point, formed responsibility, endurance.

3. "To your flags."

The players were divided into groups of 6 - 8 people and stood in circles in different places of the site (hall). In the center of each circle there was a leader with a flag in his raised hand (the flags were of different colors). At the first signal, everyone except those holding the flags ran around the site, at the second signal they squatted and closed their eyes, turning away from the drivers. Children with flags at this time changed places. At the command of the educator: "Everyone to their flags!" - the players opened their eyes, looked for their flag, ran and lined up around it. The group that formed a circle faster than others won.

The ability to start the game at the signal of the teacher; not to peep when the drivers changed places so that the team does not count the defeat, contributed to the development of endurance, responsibility, discipline.

The method does not recommend indoor ball games, as they cause confusion and excite children. We played these games on the playground. One of the most common and simple games with a ball, which both boys and girls like to play against every wall - "Catch the ball!". The ball (rubber) was chosen small (20 cm in diameter) and elastic. Children caught it with various variations:

1. Hit the ball against the wall and, when it bounces, catch it with both hands.

2. Hit the ball against the wall 6 times and catch it with your right hand.

3. Hit the ball 6 times with your right hand and catch with your left.

4. Throw 6 times with your left hand and catch with your right (then the player from the "student" becomes the "apprentice").

5. Throw the ball with your right hand from below under your right leg and catch it with your right hand.

6. The same - with the left hand under the left leg.

7. With your right hand, throw the ball from behind over your head and catch it with your right hand.

8. Throw from behind and catch with the left hand (then the player becomes a "master").

9. Throw the ball against the wall with your right hand, hit it with your hand 5 times and catch it in the sixth.

10. Do the same with the left hand.

11. Throw two balls one after the other into the wall with the right hand and catch with the left, which immediately passes the ball to the right until each ball is passed

happens in the left hand 6 times.

12. Throw two balls at the same time with the right and left hands and catch with both (then the player is promoted to "senior masters").

In this game, it was agreed how many times to repeat each exercise (usually from 4 to 6 times). If the ball falls, all previous hits disappear and you need to start the exercises again in order. Whoever made a miss passes the ball to another player.

For girls, instead of the 5th and 6th exercise, they replaced (at their request) with the following:

a) Throw the ball up and catch it first with both hands, then with the right and finally with the left.

b) Hit the ball on the floor, hit it 5 times with your right hand, and catch it in the sixth; the same with the left hand.

Outdoor games for the development of decisiveness, perseverance, perseverance, speed and dexterity were held games-running ("Two Frosts", "Wolves in the Ditch", "Geese-Swans"), in which children, after a quick run with dodging, jumps, jumps, could rest . Games with rhythmic walking and additional gymnastic movements, which required organization, attention, endurance, coordination of movements from the players, contributed to overall physical development (for example, the game "Who fit"). Outdoor games require the participants to possess certain gaming skills and organized behavior, and also contribute to the formation of strong-willed qualities. Sports entertainment was held, which included relay races in pairs. "Which team is faster". The participants were divided into two teams. The players of each team formed pairs, standing with their backs to each other and grabbing each other with their elbows. At a signal, the couples ran to the turntable, located 8-10 meters away, rounded it, and returned back. After the first pair crossed the start line, the second pair started running, and so on. The team that finished the relay first won.

"Rooster Fight"

The players were divided into two teams and stood in 2 lines one against the other. A circle with a diameter of 2 m was drawn between them. The captains sent one "cock" into the circle. "Roosters" stood in a circle on one leg, the other bent, hands held behind their backs. On a signal, the “roosters” tried to push the opponent out of the circle with their shoulder or force him to stand on both legs. Whoever succeeded - got a point for his team. When all the "roosters" took part in the game, the points were counted. The team with the most points won.

With the help of relay games, children developed such strong-willed qualities as perseverance, perseverance, responsibility, determination, independence, endurance, discipline. In the relay "Whose team is faster" some children could not show perseverance, perseverance while running in pairs with their backs to each other and grabbing each other with their elbows. They let go of their hands, pushed each other, did not reach the crossing of the start line. This couple was returned back, with an emphasis on perseverance, determination, perseverance. In the relay race "Rooster Fight" there were cases , when they showed indecision, violated the rules of the game. The games showed how important it is for children to have such a quality as perseverance and perseverance. We tried to create conditions under which the child could evaluate the behavior of all participants in the game, including his own. These games developed determination in children. If at the beginning of the game the children doubted, showed indecision, then at the end they could already do the opposite - show determination, take part in the game.

Conclusion

During the period of senior preschool age, the main volitional qualities of a person begin to form: perseverance and perseverance, which is understood in the desire to achieve the necessary, including success in activity, despite the existing difficulties and failures; decisiveness, characterized as the absence of unnecessary hesitation and doubt in the struggle of motives, quick decision-making and bold implementation; endurance, that is, the absence of vehemence in behavior in the event of a conflict, a steady manifestation of the ability to suppress impulsive, ill-considered emotional reactions, not to succumb to temptation; as well as independence, responsibility, discipline.

Without strong-willed qualities and a strong character, it is impossible to achieve permanent success. Of great interest for the formation of volitional qualities of preschoolers in the learning process are games that make you think, provide an opportunity for the child to test and develop his abilities, include him in competitions with other students. The participation of preschoolers in outdoor games contributes to their self-affirmation, develops perseverance, the desire for success and various motivational qualities. The game also affects the development of children's independence, creativity, personal qualities.

In order for the game of a preschooler to be not only developing in nature, but also to contribute to the development of volitional qualities, it should be: playing by the rules or with the rules; collective, partnership game in which both peers and adults can be partners; conditions must be created in it for each player to build their own strategy; the goal of the game should be to win (i.e. it is always either a competitive game or an achievement game).

In the games organized by us for preschoolers, in order to form volitional qualities, material was used: speech, mathematical, real objects or knowledge about them, physical education equipment. The game was any kind of activity (intellectual, visual, speech, motor, etc.).

Work with children included extensive use of outdoor games. They contributed to the formation of such strong-willed qualities of students as responsibility, perseverance, perseverance, determination. The games were played outdoors on the playground. Children were introduced to new games for them: "Hares in the Garden", "Cosmonauts", "Polar Bears", "Compass", "Burners", "Bear in the Forest" and others.

The use of mobile ones contributed to the formation of endurance, discipline, and independence. Games developed perseverance, endurance. Outdoor games ("Two Frosts", "Slower ride - you will continue", "Karasi and pike"), which form strong-willed qualities, were also organized in small groups. In case of bad weather (rain, snow, severe frost, strong wind) games were organized indoors.

Ball games were played on the playground. With the help of relay games, children developed such strong-willed qualities as perseverance, perseverance, responsibility, determination, independence, endurance, discipline.

We came to the conclusion that games have an impact on the development of independence in children, creative abilities, cause the desire to complete the work begun, bring up the ability to continue activities even if they do not want to engage in it or when more interesting activities arise, that is, all types of games form volitional qualities personality.

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MARINA COCERUBA
Games and exercises for the development of voluntary behavior and self-control in preschoolers

"Formation of the psychological readiness of children of the seventh year of life with speech impairment to study at school in the new conditions of the Federal State Educational Standard".

Prepared: Kotseruba M.V.

Teacher-psychologist GBDOU "D. With. No. 34

combined type"

Sevastopol.

The psychological readiness of a child for school is a combination of personal qualities, skills and abilities, as well as a certain level development mental functions and involves several constituents:

Motivational readiness;

Intellectual readiness;

Emotionally - volitional readiness - the ability to obey the rules and requirements, the ability to rule and control your behavior(arbitrariness)

Arbitrariness of behavior is a prerequisite for successful schooling.

The most effective way to understand your behavior and mastering it in preschool age is traditionally considered a game with the rule. As E. O. Smirnova notes, it is in it that children begin to correlate their behavior with a pattern of behavior, which is set in the rule, and therefore, to think about whether it works correctly.

As practice shows, very few children by the time they enter the first grade have enough high level arbitrary self-regulation. Therefore, at the stage of preparation for school with older children preschool age it is necessary to conduct special game sessions for development of arbitrariness. Based on this and taking into account the foregoing, we selected games which can be used in working with children in preparation for school.

Games and exercises for the development of voluntary behavior and self-control in preschoolers.

I carry the cube and will not drop

(for children from 4 years old)

Target: development of voluntariness and self-control of movements.

The child must move the cube from one wall to another while marching. The cube lies on the open palm of an outstretched hand.

If the child easily copes with the task, then the cube is placed on the back of the hand or on the head. Then the child does not march, but moves smoothly.

playful minute

(for children from 4 years old)

Target: removal of psychophysical stress, development of arbitrariness

Children explain:

Now comes "naughty minute". During this minute, you can do whatever I want to: jump, run, scream. But remember there is rule: "naughty minute" starts with the sound of music, and ends when the music is turned off.

An exercise repeats 2-3 times

palm drawing

(for children from 4 years old)

Target: decreased muscle tension, development the ability to control the power of touch.

An adult invites children to draw palms paintings on each other's backs. Children are divided into pairs. The child on whose back is painted closes his eyes.

An adult slowly reads the text and demonstrates the movements, how to draw on the back.

Sea, sea, sea...

(slowly stroke the partner’s upper back from the spine to the sides simultaneously with both hands)

Fish, fish, fish...

(quick and light finger touches in the same direction)

Mountains, mountains, mountains...

(slow touches with the whole palm)

Sky, sky, sky...

(strokes again)

Then the children switch roles.

The hour of silence and the hour of "you can"

(for children from 4 years old)

Target: weakening of negative emotions, formation arbitrariness of behavior

Agree with your child that sometimes, when you are tired and want to rest, there will be an hour of silence in the house. The child should behave quietly, calmly play, draw, design. But sometimes you will have an hour "can" when the child is allowed to do all: jumping, screaming, taking mom's outfits and dad's tools, hugging parents, hanging on them, etc. "Watch" you can alternate, or you can arrange them on different days, the main thing is that they become familiar in the family.

The Steadfast Tin Soldier

(for children from 4 years old)

Target: development of arbitrariness of behavior, general coordination

Rules games: you need to stand on one leg, and bend the other at the knee, lower your hands at the seams. You are steadfast tin soldiers on duty, carry out your service and can pacify not only the enemy, but also yourself. Look around, notice what's around going on who is busy with what. Now switch legs and look even closer. you are real "Steady Soldiers", and most the main thing is that you were able to cope with your behavior.

The time spent in a static position gradually increases.

Forbidden movement

(for children from 4 years old)

Target: development of volitionality and attention.

The facilitator shows what movement should not be done. Then he performs various movements with his arms, legs, body, head, face, unexpectedly showing what is forbidden. Whoever repeated becomes the leader, adding one more, his forbidden movement. The game continues on. There can be about 7 forbidden movements.

forbidden number

(for children from 5 years old)

Target: development of attention, formation arbitrariness

Rules games: I choose the forbidden number (e.g. 2); thereafter pronounce a series of numbers. Every time the forbidden number sounds, you need to clap your hands and smile (or frown).

Option. Children take turns counting in order from 1 to 10 (20) . Whoever gets to name the forbidden number, he claps his hands, not saying it out loud.

Unseeing - Unhearing

(for children from 5 years old)

Target: , impulsiveness correction

The leader gives the order: "Unseeing"- children perform movements only on a verbal signal. When He speaks: "Deaf"- children perform the task only by showing.

(for children from 5 years old)

Target: development of attention and arbitrariness, listening skills development courage and self-confidence.

Two players - the Hunter and the Hare - are blindfolded. The rest of the children stand in a circle. (3 x 6 m) and make sure that the players do not go out of the circle. They are very quiet so as not to disturb the players to listen. The hare needs to cross the field in the opposite direction - home. The hunter tries to catch him.

Kopna - Path - Bumps

(for children from 5 years old)

Target: development discipline, organization, cohesion

Children join hands, forming a circle, and at the signal of the leader, they go in a circle until the leader pronounce the word.

If the leader says: "Path!", all the children stand one after another and put their hands on the shoulders of the person in front of them.

If the leader says: "Mop!", - the children go to the center of the circle, putting their hands forward.

If he speaks: "Bumps!", the children squat, putting their hands on their heads.

Leading tasks are alternated. Whoever completes all the tasks faster and more accurately will receive incentive points. The child with the most reward points becomes the champion.

Fist - palm - rib

(for children from 5 years old)

Target: , hand-eye coordination, correction of impulsivity.

On command, the children put the palms of both hands on the table, clench them into fists, put them on edge. The pace and sequence of hand positions change.

Then the adult confuses children: with his own hands he shows one thing, and says another. Children should listen carefully and not make mistakes.

Floor - nose - ceiling

(for children from 5 years old)

Target: development spatial perception, voluntary attention

Psychologist pronounces"floor", "nose", "ceiling" and together with the children points to them (hands up, to the nose, hands down). First, the psychologist does the right thing, and then begins to confuse the children - to say "floor", but point to the nose. Children should be careful and not make mistakes.

"Yes and no"- do not say

(for children from 5 years old)

Target: impulsiveness correction, development of arbitrariness, lability of thinking

Children take turns catching the ball and answering the question, avoiding words "Yes" and "No"

DO YOU LIVE IN A BARLOGUE? YOU ARE A BOY (girl)?

HAVE YOU BEEN TO THE ZOO? ARE YOU IN KINDERGARTEN NOW?

DO YOU LIKE ICE CREAM? ARE YOU 6 YEARS OLD?

DO YOU LIKE TO PLAY WITH DOLLS? WINTER NOW?

DO YOU WANT TO GO TO SCHOOL? DO YOU HAVE A MOM?

ARE YOU SLEEPING NOW? IS YOUR NAME VASIA?

DOES THE SUN SHIN IN THE NIGHT? DO COWS FLY?

HOT IN WINTER? IS THE SUN BLUE?

DO YOU LIKE TO GO TO THE DOCTOR? ICE WARM?

YOU CAN SWIM? ARE YOU OBEYABLE?

(for children from 5 years old)

Target: development of voluntary attention, speed of reaction, learning the ability to rule your body and follow the instructions.

Children hold hands and walk in a circle. At the signal of the leader, they stop, clap their hands 4 times, turn and go in the other direction. Those who fail to complete the task are out of the games.

It is important to achieve synchronization in the execution of movements. Then the movement algorithm can be changed (3 stomp, turn around, 1 clap)

I am silent - I whisper - I shout

(for children from 5 years old)

Target: correction of hyperactivity, development volitional regulation of speech volume and behavior.

The child is invited to act and speak in accordance with certain signs. Arrange these signs in advance. For example, when you put your finger to your lips, the child should speak in a whisper and move very slowly. If you put your hands under your head, as during sleep, the child should shut up and freeze in place. And when you raise your hands up, you can talk loudly, shout and run.

Colors can be offered. signs: red - be silent, yellow - whisper, green - shout.

It is better to finish this game at the “silent” or “whisper” stage in order to reduce the excitement of the game when moving on to other activities.

Speak on cue

(for children from 5 years old)

Target: impulsiveness correction, development of volitional regulation

The child is asked any simple questions, but he should not answer immediately, but only when he sees a conditional signal, for example, arms folded on his chest or scratching his head. If you asked a question, but did not make the agreed movement, the child should be silent, as if they were not addressing him, even if the answer is spinning on his tongue.

Conditional signals can change: answer after clapping, knocking under the table, stomping, etc. Pauses should be alternated - long with short ones.

Note. During this games-conversations can achieve additional goals depending on the nature of the questions being asked. So, asking the child with interest about his desires, inclinations, interests, attachments, you increase son's self-esteem(daughters, help him pay attention to his "I".

Hear the command

(for children from 5 years old)

Target: development of attention, arbitrariness of behavior.

The music is calm but not too slow. Children walk in a column one after another. Suddenly the music stops. Everyone stop, listen spoken whispering command of the presenter ( for example: "Put your right hand on your neighbor's shoulder") and execute it immediately. Then the music plays again and everyone continues walking. Commands are given only to perform calm movements.

The game is played as long as the group is able to listen well and complete the task. The game will help the educator to change the rhythm of the actions of the naughty children, and the children to calm down and easily switch to another, more relaxed type of activity.

Listen to the pops

(for children from 5 years old)

Target: attention training and motor activity control.

Everyone walks in a circle or moves around the room in a free direction.

When the facilitator claps his hands once, the children should stop and take a pose "stork" (stand on one leg, arms to the sides) or some other posture.

If the host claps twice, the players must take a pose "frogs"(sit down, heels together, socks and knees to the sides, hands between the soles of the feet on the floor).

For three claps, the players resume walking.

Let's tell and show

(for children from 5 years old)

Target: development of auditory attention, self-control movement coordination.

Children perform movements to rhyme.

Right hand - on the shoulder

Left hand - on the side

Hands to the sides, hands down

And to the right turn around

Left hand - on the shoulder

Right hand - on the side

Hands up, hands down

And to the left turn around

An exercise repeated several times

Rhythm repetition

(for children from 6 years old)

Target: development of arbitrary attention and motor control.

Adult taps out (slams) any rhythmic pattern, the child must repeat it.

The child can listen to the rhythm with their eyes closed.

Then the child becomes the driver. In the end games children ask a question: "What happened easier: set the rhythm or repeat?

whisper the answer

(for children from 5 years old)

Target: , impulsiveness correction

The adult asks questions. Everyone who knows the answer stretches out their hand, fingers clenched into a fist, and the thumb is raised up. (show).

When there are many raised fingers, the adult counts "One, two, three - speak in a whisper". The task of the children is to whisper the answer.

Questions:

What season is it now?

What is the name of our city?

What is the name of a baby cow?

How many paws does a dog have?

What days of the week are holidays? Etc.

Learn by sound

(for children from 5 years old)

Target: development of arbitrariness and self-control, quickly and accurately respond to the signal, development the ability to control one's actions.

An adult draws the children's attention to the musical instruments that are on the table. Asks to name those of them which children know. Now I will play each one for you so that you listen and remember how they sound. Now close your eyes and listen. Your task is to determine which of the musical instruments sounded. The answer will be the one I name.