What are the groups of didactic games. What is a didactic game? Using one or another type of didactic game, adults develop in a preschooler

The development of children is one of the top priorities of parents. At the same time, the most suitable form of cognition for preschoolers is naturally based, games. It is with the help of didactic entertaining classes that it is easiest for parents to “reach out” to the child, to find contact with him, which allows stimulating the development and knowledge of the world around him.

The concept of didactic games for preschoolers, their difference from other types of entertainment activities

Didactic games usually mean the educational process organized in an informal, fun way. Such classes differ from games in the classical sense by focusing on learning, and from lessons by creating a game atmosphere, dressing educational procedures in an informal form.

In the course of such classes, with the help of pedagogical techniques, the studied systems, phenomena and processes are modeled.

Achievable goals

For children of different ages, different didactic classes. At the same time, the goals pursued by them do not depend too much on the age group. Such entertaining training is aimed at the following blocks of development:

• mental;
• moral;
• labor;
• aesthetic;
• physical.

Differences in games designed for children different ages, will consist, first of all, in complexity.

Considering that most people perceive visual information best, a way of getting to know the world around you based on pictures is quite effective.

So, for mental development, games are used that teach children knowledge about the world, systematize and expand this knowledge. For preschoolers junior groups it is advisable to use educational and entertaining activities aimed at developing sensory education, since the tactile experience of perceiving the world around us is an obligatory basis on the basis of which a more complex game can be offered to older preschoolers, systematizing and deepening the primary knowledge obtained through tactile experience.

During games aimed at labor education, first of all, an understanding of the need to work, respect for other people's work and an understanding of the principles of cause-and-effect relationships between the preparatory and final stages of the labor process should be developed.

Such images are cut out, mixed, and the kids themselves lay them out in the correct order.

As for games aimed at moral education, the goals for children of different ages will differ significantly:

• it is important for preschoolers of younger groups to instill cultural and hygienic skills;
• older kindergarteners need to be introduced to moral feelings and attitudes.

What is the role of didactic games in the work of kindergartens?

Various preschool educational institutions have different attitudes towards conducting educational and entertaining classes. In one form or another, such entertainment education is presented in almost every such institution, but the quality of its preparation and conduct can vary significantly.

Saturated colors with a predominance of positive yellow make the learning game even more interesting.

The most advanced institutions involved in preschool education today integrate such classes as closely as possible into the learning process, reinforcing the basic theoretical skills of preschoolers with them.

Experts consider the morning and the hours following the afternoon nap to be the best time to play, because due to children's interest, these activities significantly increase the mental and physical activity of children after waking up.

Classification of didactic entertainment activities

It is possible to analyze educational and entertaining activities according to various criteria. For example, if we take the purpose of such a lesson as a criterion, then the classification will be presented in the following form:

• games for mental education - “name in one word”, “name three objects” (aimed at the ability to build relationships, look for synonyms and antonyms);
• entertaining classes for moral education;
• games for labor development - “who built this house” (children get acquainted with the need to draw up drawings for the construction of a building);
• entertaining classes for aesthetic education;
• games for physical development.

A physical game with learning elements, in which children need to stay in a certain color area, develops not only the mind, but also the body of a preschooler

Another classification will be based directly on the process of the game, and not on its purpose:

• playing with objects - the advantage of this type of informal activity is that natural material is used as attributes, for example, leaves, stones, cones, flowers. Based on the use of these attributes by the child, the process itself is built ("describe the object", "what is it?", "what first?");
• board game - a very diverse type of training activities, including those aimed at developing speech skills, logic, attention, the ability to model and make decisions ("lotto", "dominoes", "paired pictures");
• verbal entertaining activity - aimed at developing independence, thinking and speech of children, teaches to describe objects, highlight dominant features, guess words according to their verbal description.

Types of educational games for preschoolers of younger, middle and older groups

For the little ones, games related to tactile perception of the world around are best suited. For example, "collect the basket." Due to such an entertaining process, the ability to learn about life around and to separate the objects and phenomena present in it occurs. This is the basis for further knowledge.

Video: didactic game "Collect a basket"

More suitable for older children challenging games . For example, “Who eats what”: in its process, preschoolers match pictures of animals to foods that they can eat and connect them with clothespins.

Video: Didactic game "Who eats what"

For the oldest group, it is advisable to use verbal informal learning, using not specific objects or animals, but more abstract concepts, such as a square or a circle.

Video: math game in the senior group of kindergarten

Card files of educational and entertaining activities for different age groups

For different age groups, there are different didactic games aimed at developing different abilities of children. Among the games presented in the table below, “Looks like - does not look like”, “what is superfluous” and “grocery store” are recommended for older children, but one way or another, all such non-formal learning can be adapted for preschoolers of different ages.

How to make do-it-yourself didactic games for children

When preparing an educational and entertaining lesson for preschoolers on their own, it is important to observe a number of principles. So, in accordance with them, such classes should be:

• systemic - to teach children to build cause-and-effect relationships;
• becoming more complex - for the progressive intellectual development of the child;
• have the property of repetition - since not every preschooler will remember and learn the rules of the game the first time;
• voluntary - such entertainment should be selected taking into account the interest and desires of children;
• have an element of mystery - the didactic task itself achieved must be masked by the game process;
• updated - each next game should be supplemented with new elements so that the child is not bored.

However, given the abundance of children's magazines and books with bright pictures, as well as additional resources such as colored cardboard or toys, it is not difficult to make materials for such activities on your own.

Video: do-it-yourself didactic sensory games

The most popular and suitable for self-training for children should be called games like "Lotto" and "Lacing".

"Lotto" is easy to adapt to specific needs. For example, it is very important for preschoolers aged 3-5 to instill cultural and hygienic skills. According to its rules, children are given lined playing fields with an image in the center and a set of pictures, some of which are related to the one placed in the center of the field, the other part is not. Children should fill in the fields around this main picture with the appropriate meaning. So, if you make, for example, the drawing “Moidodyr” with it, then the child will need to “surround” it with images of soap, toothbrushes, etc. When adding pictures to the fields, the children need to explain why they decided that this particular image fits the meaning central drawing.

Video: board game for children "Lotto"

Another game, Lacing, is aimed at developing fine motor skills. Suitable attributes can be any details of a suitable size, not too large, but not too small, that need to be sewn to clothes: buttons, overlays, etc. This entertaining training can be supplemented and modified: for example, take laces of different colors and install in as a rule, different parts should be sewn on with threads of suitable colors. So the child will develop knowledge about the color scheme.

Video: educational game "Tree-lacing"

Thus, in the form of a didactic game, there is a huge potential for the development of children of different ages. It is important to follow a systematic approach to the choice of these entertaining and educational activities, paying attention to all aspects child development. At the same time, it is important to observe the age limit in order to increase the effectiveness of this useful entertainment. “Work is what a person is obliged to do, and the Game is what he is not obliged to do,” as Mark Twain said, and it is important to skillfully give out one after another. It should be remembered that children's involvement and interest are key factors that determine the benefits of the game and the active absorption of new knowledge and skills by preschoolers through this informal process.

Natalia Komardina
The essence of the didactic game

The essence of didactic games as a means of learning

To teach knowledge is to teach in advance the unnecessary. Modernity strives for an individual approach to learning, and classes are based on the frontal method.

The secret to failure is simple. It is believed that the old should be replaced by the new. But after all, the new is the well-forgotten old, and, therefore, to replace "lesson" something even more ancient and more eternal must come to the kind of occupation. Maybe it's a GAME?

One of the effective ways to enhance the cognitive activity of preschoolers is didactic game.

And the game can be called the eighth wonder of the world, as it contains huge educational, educational and developmental opportunities. In the process of games, children acquire a wide variety of knowledge about objects and phenomena of the world around them. The game develops children's observation and the ability to determine the properties of objects, to identify their essential features.

Didactic games - this is a kind of games with rules, specially created by pedagogy for the purpose of teaching and educating children. They are aimed at solving specific problems of teaching children, but at the same time, they show the educational and developmental influence of gaming activities. The need to use didactic games as a means of teaching children in the preschool period and at primary school age is determined by a number of reasons:

Game activity as a leader in preschool childhood has not yet lost its significance. (not coincidentally why many children bring toys to school). Reliance on play activities, play forms and techniques is an important and most adequate way to include children in educational work.

The mastering of educational activities, the inclusion of children in it is slow (many children do not know at all what "to study".

There are age-related characteristics of children associated with insufficient stability and arbitrariness of attention, predominantly involuntary development of memory, and the predominance of a visual-figurative type of thinking. Didactic games just contributes to the development of mental processes in children.

Insufficiently formed cognitive motivation

Didactic the game contributes greatly to overcoming these difficulties

However didactic games- it is also a game form of education, which, as you know, is quite actively used at the initial stages of education, i.e., in senior preschool and primary school age.

Kinds didactic games.

Didactic games vary:

for educational content

cognitive activity of children,

game actions and the rules

organization and relationships of children,

in the role of an educator.

The listed signs are inherent in all games, however, in some games, some signs are more distinct, in others - others.

There is no clear classification, grouping of games by type yet.

Often games correlate with content learning: games sensory perception, verbal games, games familiarization with nature and others.

Sometimes games relate to material:

Games with objects(toys, natural materials, etc.) the most accessible to children, since they are based on direct perception, correspond to the child's desire to act with things and thus get to know them.

Desktop-printed games, as well as games with objects, are based on the principle of visibility, but in these games, children are given not the object itself, but its image.

verbal games are the hardest. They are not related to the direct perception of the subject. In them, children must operate with representations.

Can be grouped games and so: A. I. Sorokina distinguishes the following types didactic games:

travel games - games- travel is designed to enhance the impression, to draw the attention of children to what is nearby.

They sharpen observation, denounce overcoming difficulties. task games - games-Assignments are simpler in content and shorter in duration. They are based on actions with objects, toys, verbal instructions.

guessing games - guessing games("what would be."). A task is set before the children and a situation is created that requires reflection on the subsequent action. At the same time, the mental activity of children is activated, they learn to listen to each other.

puzzle games - puzzle games. They are based on a test of knowledge, resourcefulness. Solving riddles develops the ability to analyze, generalize, forms the ability to reason, draw conclusions.

conversation games - conversation games. They are based on communication. The main is the immediacy of experiences, interest, goodwill. Such a game makes demands on the activation of emotional and thought processes. It brings up the ability to listen to questions and answers, focus on the content, supplement what has been said, and make judgments.

It is important to clearly distinguish between didactic games and game techniques used in teaching children. Unfortunately, some educators perceive didactic the game only as an entertaining and organizing moment of the lesson, which allows you to relieve mental stress.

Such a view is fundamentally wrong. In this case, the game does not organically enter the lesson, it is located near the learning process. We can therefore agree that "not being able to build a real didactic game, which would awaken the thought of preschoolers, some educators put training exercises into a game form of learning.

Structure didactic game.

Didactic the game has a certain structure.

Structure - these are the main elements that characterize the game as a form of learning and game activity at the same time. The following structural components are distinguished didactic game:

didactic task - Didactic the task is determined by the purpose of teaching and educational influence. It is formed by the teacher and reflects his teaching activity. game task - The game task is carried out by children. Didactic task in didactic game is realized through a game task. It determines the play actions, becomes the task of the child himself. Most main: didactic the task in the game is deliberately disguised and appears before the children in the form of a game plan (tasks).

game actions - game actions - the basis games. The more diverse the game actions, the more interesting the game itself is for children and the more successfully cognitive and game tasks are solved. AT different games game actions are different in their direction and in relation to the players. This, for example, can be role-playing, guessing riddles, spatial transformations, etc.

They are connected with the game plan and come from it.

regulations games- The rules contain moral requirements for the relationship of children, for their compliance with the norms of behavior.

AT didactic the rules of the game are given. With the help of the rules, the teacher controls the game, the processes of cognitive activity, the behavior of children.

result (summarizing)- Summarizing (result) carried out immediately after completion games. It could be scoring; identifying children who performed the game task better; determination of the winning team, etc. At the same time, it is necessary to note the achievements of each child, to emphasize the successes of lagging children.

Games in the classroom they allow some to learn the material at the level of substantive actions, others at the level of knowledge, and others at the level of logical conclusions. But in general, the understanding of the material is 100%.

Therefore, it is necessary to revive and diversify the life of pupils, to use non-traditional and active teaching methods.

In modern didactics the whole variety of teaching methods is summarized in three main groups:

Methods of organizing educational and cognitive activity.

Methods of stimulation and motivation of educational and cognitive activity.

Methods of control and self-control.

What is needed for didactic game? To maintain or create interest in the subject, to stimulate activity (motivation), to develop cognitive processes (imagination, memory, observation, perception, intelligence, speed of thinking, etc. Any game has rules that help overcome difficulties, social assertion through obedience to rules, development of volitional behavior.

Every game is a test of the will.

In the game every minute there is a refusal of the child from fleeting desires in favor of fulfilling the role he has taken on. Voluntary behavior develops.

intellectual games may be helpful for children who have difficulty doctrine: in understanding and comprehending new material, assimilation and generalization, establishing links between concepts, expressing one's own thoughts and speech.

These games can help:

intensify educational work in the classroom, increase the activity and initiative of preschoolers;

give a sense of freedom and looseness, especially to nervous, weak and insecure children;

improve the relationship between teachers and students;

strengthen friendly relations in the team.

The game simultaneously chases three goals:

educational,

The game has a huge positive effect on the learning activities of intellectually passive children, on children who experience learning difficulties. Such children in the game are able to perform such a volume of work that they will never do in a regular classroom.

Our children need to play, to develop a culture of games of various types and types.

After all, the game is the best way to develop abilities, prepare for life, for communication with people.

It is possible to propose a certain conditional classification of games used on classes:

educational - the most simple and traditional games helping to consolidate the educational material and acquire a stable skill in applying knowledge;

combinatorial - games, which require you to quickly and efficiently calculate options, select combinations;

analytical - developing analytical thinking, helping to acquire the skill of free, uninhibited, but at the same time correct logical analysis, to see patterns, commonality and difference, cause and effect;

associative - based on the appeal to associative thinking, the search for comparison, guessing the hint;

contextual - drawing attention to complex semantic relationships, developing the ability to interpret, understand what is not directly expressed and vice versa - to convey information in a variety of ways;

and some others.

Success games also depends on the atmosphere, on the mood in this moment in a group. If the state of the guys does not match the mood games, it is better to save it for another occasion. Thus, we can say that one of the duties of teachers is to constantly support and develop the curiosity and activity of the children and through games too.

Basic requirements for the organization didactic games are:

1. The game is a form of student activity, in which the world around is realized, space is opened for personal activity and creativity.

2. The game must be built on interest, participants must enjoy games.

3. Mandatory element of competition between participants games.

The requirements for the selection of games are as follows.

1. Games must comply with certain educational tasks, program requirements for knowledge, skills, and standard requirements.

2. Games should correspond to the material being studied and be built taking into account the readiness of students and their psychological characteristics.

3. Games should be based on certain didactic material and methods of its application.

The game is the oldest form of knowledge transfer. Playing in "daughters-mothers" we are learning about family relationships; laying out the cubes, we become builders; by placing soldiers, we educate commanders in ourselves.

It can be argued that the game is a universal form didactic interaction with the student. And so she transcends lesson:

1. Play is not driven by specific learning skills (attention, discipline, ability to listen).

2. The game knows no age limits.

3. The game is multi-ethnic and can even overcome the language barrier.

4. The game is a more active form of work with preschoolers. It allows the players to feel like the subjects of the process.

5. The game connects all channels of information perception (both logic, emotions, and actions, and does not rely on mere memory and reproduction.

6. The game is a combination of theory and practice, which means it is a more objective reflection of reality.

7. Finally, the game is a more reliable way of learning.

Agree, all mastered by us in childhood games Unlike mastered knowledge, we remember all our lives.

Didactic games can be used both in the process of organized learning in the classroom, and outside of them - on the site.

Let's take a closer look at the types didactic games used in preschool pedagogy.

Games with objects.

Object games use toys and real objects. Playing with them, children learn to compare, establish similarities and differences between objects. The value of such games is that with their help children get acquainted with the properties of objects and their signs: color, size, shape, quality. In games, tasks are solved for comparison, classification, establishing a sequence in solving problems. As children acquire new knowledge about the subject environment, tasks in games become more complicated: the guys practice in determining the subject for any one quality, combine items on this basis

(color, shape, quality, purpose, etc., which is very important for the development of abstract, logical thinking.

Children of the younger group are given objects that differ sharply from each other in properties, since the kids cannot yet find subtle differences between objects.

AT middle group games use such items in which the difference between them becomes less noticeable. In games with objects, children perform tasks that require

conscious memorization of the number and location of objects, finding the missing object. While playing, children acquire the ability to put together a whole from parts, to string objects (balls, beads,

lay out patterns from a variety of shapes

In playing with dolls, children develop cultural and hygienic skills and moral qualities, for example, a caring attitude towards a partner in the game - a doll, which is then transferred to their peers, older children.

AT didactic results are widely used a variety of toys. They are clearly expressed in color, shape, purpose, size, material from which they are made.

Games, which teach to group objects by color, creating a given image.

Games which help the educator to exercise children in solving certain didactic tasks, for example, to select all toys made of wood (metal, plastic, ceramics, or toys necessary for various creative games: for family games, in builders, in the hospital, etc.

Didactic games develop children's sensory abilities. The processes of sensation and perception underlie the child's cognition environment. Familiarization of preschoolers with the color, shape, size of the object made it possible to create a system didactic games and exercises on sensory education aimed at improving the child's perception of the characteristic features of objects.

Games with natural material (plant seeds, leaves, various flowers, pebbles, shells) the educator uses when conducting such didactic games, how "What tree is the leaf from?", “Who is more likely to lay out a pattern from different leaves?”, "Collect a bouquet of autumn leaves", "Spread the leaves in descending order".

Games with items can have many functional appointments: "Who quickly?"- develops arm muscles, perseverance.

The game "Octopus"- multifunctional: "What sound do you hear" "Which color?", "Rain" etc.

(Slide 41)

The game "Sun"- show all features games - educator(Slide 42).

desktop printed games.

desktop printed games- an interesting activity for children. They are varied in types: paired pictures, loto, dominoes. The developmental tasks that are solved when using them are also different.

Pairs of pictures.

The simplest task in such a game is to find two completely different pictures among different pictures. identical: two hats, the same in color, style, or two dolls, outwardly no different. Then the task gets more complicated: the child combines pictures not only by external signs, but also by meaning.

A selection of images based on a common feature. (classification)

Here some generalization is required, the establishment of a connection between objects. For example, in the game "What grows in the forest (in the garden, vegetable garden?"), Children select pictures with the corresponding images of plants, correlate them with their place of growth, combine pictures according to this feature. Or a game "Who's eating this?"

or game "What happened next?": children select illustrations for a fairy tale, taking into account the sequence of development of plot actions.

Memorizing the composition, number and location of pictures.

The games are the same like with items. For example, in the game "Guess which picture is hidden" children must memorize the content of the pictures, and then determine which one was turned upside down by the picture. This game is aimed at developing memory, memorization and recall.

the ability to talk coherently about the changes that have occurred with the pictures, about their content.

Compilation of cut pictures and cubes.

The task of this type of game is to teach children logical thinking, to develop their ability to compose a whole object from separate parts. The complication in these games can be an increase in the number of parts, as well as the complication of the content, the plot is picturesque. If in the younger groups the pictures are cut into 2-4 parts

then in the middle and senior groups the whole is divided into 8-10 parts. At the same time, for games in the younger group, the picture shows one subject: a toy, a plant, items of clothing, etc. For older children, the picture already depicts a plot from fairy tales familiar to children, works of art. The main requirement is that the objects in the pictures are familiar to children. The presence of the whole picture makes it easier to solve the problem. Therefore, for younger groups, it is necessary to give the children a whole picture to look at before the task is given - to add up the whole picture from its parts.

Highly interesting game "Clock and Time"- a card with the image of what time is on the electronic clock is superimposed on the card with the clock face.

slide 55-57)

Description, story about the picture showing actions, movements.

In such games, the educator puts a teaching task: to develop not only children's speech, but also imagination, creativity. For example, in the game "Guess who it is?" the child, who took the card from the driver, carefully examines it, then depicts the sound and movements (cats, dogs, frogs, etc.).in older groups, children portray actions: putting out a fire, building a house, treating a patient.

In these games, such valuable qualities of the child's personality as the ability to reincarnate, to creative search in creating the necessary image are formed.

VERBAL GAMES

verbal games built on the words and actions of others. In such games, one learns, based on existing ideas about objects, to deepen knowledge about them, since in these games it is required to use previously acquired knowledge in new connections, in new circumstances. Children independently solve various mental tasks; describe objects, highlighting their characteristic features; guess by description; find similarities and differences.

In junior and middle groups games are aimed mainly at the development of speech, the education of the correct sound pronunciation, the clarification, consolidation and activation of the dictionary, the development of the correct orientation in space.

At the senior preschool age, when logical thinking begins to actively form in children, verbal games more often used to form mental activity, independence in solving problems. These didactic games are carried out in all age groups, but they are especially important in the upbringing and education of older children. preschool age, because they contribute to the preparation of children for school: develop the ability to listen carefully to the teacher, quickly find the right answer to the question posed, accurately and clearly formulate their thoughts, apply knowledge in accordance with the task.

(Slide 59)

“What a child is at play, so in many ways he will be at work when he grows up. Therefore, the upbringing of the future figure takes place primarily in the game. A.S. Makarenko.

Didactic games are a method of studying with children in the form of special educational games, which are a way active learning. The basis of didactic games is the development of the cognitive sphere of the child.

Choosing such a game, the age of your baby, the level of his knowledge, as well as the mood and state of health. With the help of didactic games, the baby acquires knowledge and receives the necessary new information.

For preschoolers, the game is the leading activity, thanks to which they fully develop.
Didactic games are complex in that they are both a game, a means of learning and comprehensive development child. In the process of such a game, the baby develops all mental processes and personal characteristics are formed.

Didactic game is a fascinating way of all-round development of personality:

Didactic games are an effective and unusual way of raising kids in different areas:

1. Mental education. Systematizes knowledge, develops sensory abilities, enriches knowledge about the surrounding reality;

2. moral education. Forms a careful attitude to surrounding objects, norms of behavior with people, character traits;

3. Aesthetic education. Forms a sense of beauty;

4. Physical education. They develop fine motor skills of the hands, form cultural and hygienic skills, develop the emotionality of the child.

The didactic game develops the independence and cognitive activity of the child, as well as his intellect.

The value of didactic games:

Develop cognitive abilities baby;
Contribute to the assimilation of knowledge;
Have developmental value;
Educate moral qualities: honesty, justice, exactingness, compliance;
Develop the child's speech.

The structure of the didactic game:

1. Familiarization with the course of the game;
2. Explanation of the content and rules of the game;
3. Demonstration of game actions;
4. Distribution of roles;
5. Summing up the game.

Types of didactic games:

Games with objects or toys;

Board games;

Word games.

Item games:

This type of games provides for the direct perception of various objects by the baby, which contributes to the development of the desire to manipulate them for the purpose of learning.

Didactic games with objects are aimed at studying the differences between objects, comparing them with each other. In the process of such games, children learn the color, size and quality of objects. Nature games involve the use of natural materials: seeds, leaves, flowers, stones, cones, fruits.

Examples of didactic games with objects:

Game "Find the object"

An adult prepares two identical sets of items. One is covered with a napkin, and the second is placed in front of the child. Then mom or dad takes the covered set and sets it in front of him. He takes out any object, shows it to the child and calls it. After that, he hides it again. The child needs to find this item and name it correctly. The task of the child is to identify all the prepared items.

Game "Position right"

An adult prepares toys of animals and cubs. For example, a chicken is a chicken, a kitten is a cat, a puppy is a dog. The child must arrange toys: a baby animal is an adult animal. Then name them and describe them.

Board games:

Board games include didactic games aimed at getting to know kids:

With the world that surrounds them;
With objects of nature;
With plants and animals.

Board games are:

Lotto;
Paired pictures;
Domino.

Board game features:

The board game is effective for development:

speeches;
Thinking;
attention;
Decision making skills;
The ability to independently control their actions and deeds.

What can be didactic board games?:

Game "Wonderful Cars"

Mom or dad gives the child a train that is pre-cut out of thick paper. It has four wagons. Separately, the child is given pictures depicting flowers, fruits, animals, trees. These will be the so-called passengers. It is necessary to arrange them in wagons, correctly distributing them into groups. There should be similar representatives in one group. Tell them how they are similar, why they are in the same group, what one word they can be called.

Word games:

This kind of didactic games is aimed at the development of children's speech, as well as the education of independence in children. In such games, both words and all kinds of actions are used. Toddlers learn to describe various objects, recognize them by descriptions, determine common and distinctive characteristics.

Didactic word games pursue goals:

Consolidation of knowledge;
Refinement and expansion of information about the world;
Formation of cognitive interests;
Development of mental processes;
Effective development of thinking and observation in children.

Examples of verbal didactic games:

Game "Seasons"

An adult reads a text about the seasons of the year. The child guesses which one is being discussed.

"Guess from the description"

An adult has six different items on the table. Then he describes one of them. The child determines from the description which object the adult described. Repeat the game until the adult describes all the items.

The role of parents in organizing didactic games:

An important role in the development and upbringing of the child is played by the participation of parents in games. Parents who do not take part in the children's game deprive themselves of the opportunity to get close to the baby, it is better to study his personality traits. Parents should not be the leader of the game. It is necessary to be a partner of your child, while achieving mutual understanding.    This is what distinguishes a parent's communication in the game from everyday communication, when an adult is a mentor for his crumbs. Parents, organizing didactic games with a child, implement the following tasks:

Implementation of the moral education of the child;

Development of the correct behavior of the child and the formation of positive relationships in the family;

Contribute to the formation of ways of teaching the child.

For a child, play is the most serious occupation. Without the game it is impossible to complete mental development child. Play is a way to develop curiosity in toddlers.

Dear parents! Support toddlers' play activities. So you can solve many pedagogical and psychological problems.

Didactic games

Didactic games is a type of training session organized in the form of educational games, realizing a number of principles of game, active learning and characterized by the presence of rules, a fixed structure of game activity and an assessment system, one of the methods of active learning (V. N. Kruglikov,). Didactic game- this is such a collective, purposeful learning activity, when each participant and the team as a whole are united by the solution of the main task and orient their behavior towards winning. A didactic game is an active educational activity in simulation modeling of the studied systems, phenomena, processes.

Signs of a didactic game

A distinctive feature of didactic games is the presence game situation, which is usually used as the basis of a method. The activity of the participants in the game is formalized, that is, there are rules, a rigid system of evaluation, a procedure or regulations are provided. It should be noted that didactic games differ from business games primarily in the absence of decision chains.

Among the known types of games, didactic ones include: case studies, game design, analysis of executive business mail and some others like socio-game learning technologies.

Types of didactic games

Case Study

Modern engineering systems and control systems are distinguished by high complexity, manufacturability, multifactorial and increasing intensity of information processing. The method of case analysis (ACS) is the most effective for preparing a specialist to work in such conditions.

The method is based on the collective solution of a problem task by students. The task can be technical, social, managerial. It may require finding a specific solution or determining a set of actions that will lead to a way out of a critical situation. Such tasks, unlike traditional educational tasks, being built on real material, may not have an unambiguous solution, and may contain redundant information or its lack, that is, they are of a problematic nature. In most universities of the country, problematic, creative tasks are used not only as part of active learning methods, but also as an independent means of activating the mental activity of students or as the main element of the implemented problematic approach to learning. On their basis, collections of tasks are compiled, elements of programmed learning and control of mastering the educational material are developed, test programs for computers are formed.

Experts identify about 35 modifications of the method (I. G. Abramova, 1988). Most often, three types of ACS are distinguished according to the type of situation under consideration.

Situation illustration. A concrete example from practice demonstrates the patterns and mechanisms of certain social processes and actions, managerial actions or technical solutions, working methods, behavior, facts and conditions. The most effective and productive way of presenting the situation in this case is its “losing” by the forces of the students.

Situation-assessment. Provides a comprehensive assessment of the proposed situation by students. To develop an assessment, they can use reference literature, notes, and other sources provided by the teacher.

The situation is an exercise. In this case, students should study the situation using special sources, literature, reference books and asking questions to the teacher. Then they work out a course of action.

The following features of the method are distinguished (V. Ya. Platov, 1987):

1. The presence of a model of the socio-economic system, considered at some discrete point in time.
2. Collective development of a solution.
3. Many alternative solutions.
4. A single goal in developing a solution. In the absence of roles or various role functions, students are set a single goal - to find a solution to the problem, a single task is offered for everyone.
5. Availability of a system of group assessment of students' activities. The method involves the collective activity of students in the course of the lesson. Evaluation of their activities can be carried out either selectively individually, as an encouragement to the most active, who have found the most correct solution, or in groups, in the case of teams being formed.
6. The presence of controlled emotional stress. Any activation of learning involves the presence of emotional stress, which must be controlled by the teacher.

The selection of situations for use in this method differs from the traditional one, as they must meet a number of requirements:

• It is based on a specific real professional situation;
• The description contains information that does not correspond to the task. Part of it is redundant for solving the problem, while the essential part may be lacking. Identifying and requesting missing data, ignoring the excess is part of the decision making process.
• The situation has quite a lot of solutions, differing in the degree of achievement of the goal or its individual elements.
• No clearly defined question. The task of students at the first stage may include the search and formulation of the problem, the formulation of the problem. Sometimes this is the goal of the whole lesson.
• An additional source of many alternative solutions is the different level of competence of students, the difference in their priorities, worldviews, combined with the versatility of the proposed model.

The method has many implementation options, but according to its main features, it belongs to the category of didactic game. It can also act as a part of a business or didactic game, being one of the elements or stages.

Game design

In accordance with the name, game design is understood as construction, design, development of a technology for the production of work or activities carried out in game form. The following characteristic features of the method are distinguished (I. G. Abramova, 1988):

• The presence of a complex engineering or social task;
• Group work;
• Imitation of a meeting of the scientific and technical council, at which the authors of the project publicly defend it. The process of game design, and especially the final discussion, is often carried out from functional-role positions. This allows students to form a more complete picture of the process being studied and the object being constructed.

Socio-game learning technologies

Scope of application: lesson training in elementary, middle and senior general education school; collective forms additional education, group forms preschool education and education, interactive classroom learning technologies in university. There are different terminological spellings (in addition to spelling charez hyphen permissible and conjoined writing - socio-game techniques - and through oblique- social/gaming technologies). The variety of socio-gaming technologies is based on:

• on the game methods of theatrical pedagogy of the Russian psychological theater (which since the end of the 19th century were developed by K.S. Stanislavsky and from the 30s of the 20th century were actively promoted in America by one of his best students - M. Chekhov);
• on the psychological ideas of hermeneutics (developed in the 19th-20th century by students and followers of A.A. Potebnya, and in the last third of the 20th century by E.E. Shuleshka)

Since the 1970s, socio-gaming technologies have been actively developed by A.P. Ershova and V.M. Bukatov (1980; 1998; 2000; 2008). Main organizational and methodological parameters (landmarks):

1. Motor activity of the students themselves;
2. Variety (mandatory change) during the lesson: roles performed (by both students and teacher), tempo / rhythm of activities, working scenes;
3. Work in "small groups".

A comprehensive orientation to these three parameters allows students to provide situational implementation

• their motivational freedom (voluntariness);
• their information initiative (communicativeness);
• their business competence (independence).

The pairing of these qualities in the course of educational and cognitive activity leads to training-strengthening-expansion of the creative potential of the individual. In socio-game pedagogy, much attention is paid to the features behavior teacher and development pedagogical excellence: see "Direction of the lesson" (A. Ershova, V. Bukatov; 4th edition: M. 2010). And situational construction of game techniques: "Dramohermeneutics" (V.Bukatov, 1994; see www.openlesson.ru)

Parsing the manager's mail

Method Parsing the manager's mail(documentation, correspondence) has a pronounced managerial orientation. The implementation of the method involves modeling the activities of the organization, which is presented in the form of a set of documents prepared by the head of the organization for analysis. These can be letters from third-party organizations, memos from the heads of related organizations and subordinates, outgoing letters prepared for signature and sending, reports, as well as private and “random” documents that are not within the competence of this manager. The method is used in the form of a didactic game. Participants must study the documents, take the necessary decisions on them, put resolutions. In addition, they must form a definite opinion about the situation in the enterprise. The final part of the game is held in the form of a discussion with an analysis of the actions of the players and their understanding of the situation at the enterprise.

One of the methods is the so-called trash can. When implementing this method, the game participants are invited to consider a set of individual lines of documents that partially imitate the result of the paper cutting machine for the destruction of documents.

Links

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See what "Didactic games" are in other dictionaries:

DIDACTIC GAMES- games specially created or adapted for educational purposes. D. and systems, first developed for preschool education by F. Frebel, M. Montessori, for the beginning. teaching O. Dekroli. In the fatherland ped. practice in the 40s and 50s. D. and, were considered ... ...

Didactic games- games specially created or adapted for educational purposes. D.i. systems first developed for preschool education by F. Frebel and M. Montessori, for primary education O. Decroly. In domestic pedagogical practice in 1940 50 ... Pedagogical terminological dictionary

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A type of active activity of children, which usually consists in reproducing the life around them, mainly the actions of adults and the relationships between them. I. d. are social in origin, in nature and, therefore, ... ... Great Soviet Encyclopedia

GAME TYPES- there are different classifications of games; traditionally it is customary to distinguish between plot-role-playing, or creative, games and games with rules, which include outdoor games, didactic and board, or intellectual, games, musical, drama games ... ... Psychomotor: Dictionary Reference

Games in education It is a method and form of organization of education. In its essence, the game is a special kind of activity, consisting in the reproduction (imitation) of a variety of other activities, including professional production. Game in learning ... ... Fundamentals of spiritual culture (encyclopedic dictionary of a teacher)

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CHILDREN'S GAMES- activities, actions, forms of communication of children that are not obligatory. character, delivering a feeling of joy, pleasure from achieving a game result. Manipulation of a baby with a rattle, "education" of dolls, "building" sand and snow cities, ... ... Russian Pedagogical Encyclopedia

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Books

• Didactic games for speech therapist classes with schoolchildren 7-11 years old, Yavorskaya Olga Nikolaevna, The most common form of writing disorders among students of mass schools is dysgraphia due to violations of language analysis and synthesis. Classes with a speech therapist will help the child ... Category: Correctional Pedagogy Series: Speech therapist master class Publisher:

The value of didactic games in the pedagogical process

A didactic game is such an activity, the meaning and purpose of which is to give children certain knowledge and skills, the development of mental abilities. Didactic games are games designed for learning.

Didactic games in the pedagogical process play a dual role: firstly, they are a teaching method, and secondly, they are independent gaming activities. As the first, they are widely used in classes to familiarize children with the environment, with wildlife, in the formation of elementary mathematical representations, the development of speech in order to teach children certain ways of mental actions, systematization, clarification and consolidation of knowledge. At the same time, the content of the game and its rules are subordinated to the educational tasks put forward by the specific program requirements of a particular type of activity. The initiative in choosing and conducting the game belongs in this case to the educator. As an independent play activity they take place outside school hours.

In both cases, the teacher leads didactic games, but the role is different. If in the classroom he teaches children how to play, introduces the rules and game actions, then in independent games of pupils he participates as a partner or arbitrator, monitors their relationship, evaluates behavior.

Management of didactic games

In the management of games, three stages should be distinguished: preparation, conduct, analysis of the results.

1. The preparation for the game includes the following: the selection of the game in accordance with the tasks of educating and teaching a specific age group, taking into account the time (during class hours or outside school hours), place (in a group room, on the site, on a walk, etc.). ); determination of the number of participants (whole group, subgroup, one child).

The preparation for the game also includes the selection of the necessary didactic material(allowances, toys, pictures, natural material).

The teacher chooses a game, invites the children to play, starts herself and invites the children.

younger age: a visual explanation of the entire course of the game in the process joint game with an adult.

Average age: clarification of 1-2 rules, private ones are given during the game in joint activities with an adult, you can use a trial course of the game, where the teacher clarifies the rules.

older age: a verbal explanation of the rules before the game, an explanation of the meaning of the rules, if complex, then a show and a trial move are used.

2. If the teacher carefully prepares for the game, then its very conduct will not cause difficulties. In any didactic game there should be both game rules and game actions. If one of these conditions is missing, it turns into a didactic exercise.

The teacher controls the process of the game, reinforces the ability to play, monitors the implementation of the rules, using a reminder, additional explanation, assessment, questions, advice.

younger age: the educator plays the role of a leader, during the game he connects game actions with the rules.

Average age: the educator acts through the rule and does not directly suggest game actions.

older age: the rules are explained before the game, children are involved in explaining their content.

3. Summing up the results of the game is a crucial moment in managing it. The teacher notes those who followed the rules well, helped their comrades, were active, honest. Analysis of the game should be aimed at identifying effective methods of its conduct, as well as mistakes made (what did not work out and why).

Structural elements of the game

The structure of the didactic game includes: task, action, rule, result, conclusion of the game.

A task. Each didactic game has a clearly defined task, which is subordinated to the actual didactic goal. Children are offered such tasks, the solution of which requires a certain intellectual tension, mental work. Performing a task in the game, the child activates his thinking, exercises memory, observation.

The tasks of didactic games are reduced to several types:

1. Compare and select objects according to the same, different or similar features (the task becomes more complicated in accordance with the age of the children).
2. Classify and distribute objects or pictures. Children classify pictures or objects according to the type or material from which they are made.
3. Identify an object by several or only one attribute. Children guess objects from a simple description, or one of them describes a thing, and the rest guess.
4. Exercise attention and memory. Children must remember some fact or a certain composition of objects, a group of players, etc., and determine the change that has occurred in their absence.

Action. In each didactic game, the task is performed by an action that determines and organizes the behavior of each child and unites the children into a single team. It directly attracts the interest of children and determines their emotional attitude to the game.

The action in the game must meet two main conditions:

a) be sure to obey the task and fulfill the educational goal of the game;

b) be entertaining and exciting until the end of the game.

In a well-designed didactic game, children should not suspect that they are learning anything. Here, the activity should, to a greater or lesser extent, hide the educational, didactic purpose games.

rule: activity in the didactic game is strictly related to the rules. They determine how the child should behave during the game, what he can and what he should not do. It is important that the rules correspond to age characteristics and are compensated by entertaining activities. Therefore, it should be interesting so that the child willingly obeys the rules.

Result, conclusion of the game: the result of the game is the solution of the problem and the fulfillment of the rules.

The result is evaluated from two points of view: from the point of view of children and from the point of view of the educator. Evaluating the result from the point of view of children, we take into account what moral and spiritual satisfaction the game brought to children. Performing didactic tasks, children show ingenuity, resourcefulness, attention, memory. All this gives children moral satisfaction, increases faith in their own strength, fills them with a sense of joy.

It is important for the educator whether the task has been completed, whether the prescribed actions have been carried out, whether it has brought certain results from this side. At the end of some didactic games, you need to reward its participants, praise the children, or entrust them with leading roles in the game.

Types of didactic games

Didactic games differ in their educational content, cognitive activity of children, game actions and rules, organization and relationships of children, and the role of the educator.

In preschool pedagogy, all didactic games can be divided into 3 main types: games with objects, desktop-printed and word games.

Games with objects: for them it is necessary to select objects that differ in properties: color, shape, size, purpose, use, etc.

desktop printed games This is a very fun activity for kids. Most often, didactic games with paired pictures, split pictures and cubes are used. At the same time, for middle-aged children, one or more objects should be depicted: toys, trees, clothes or utensils. Children can independently differentiate their distinctive features: size, color, shape, purpose. To work with split pictures, older preschoolers can be offered to independently fold the whole picture from its parts without first examining the whole image.

word games built on a combination of words and actions of the players. In such games, it is required to use previously acquired knowledge in new connections, in new circumstances. Therefore, in the younger and middle groups, games with the word are mainly aimed at developing speech, educating the correct sound pronunciation, clarifying, consolidating and activating the dictionary, developing the correct orientation in space, and forming dialogic and monologue speech.