Didactic game for artistic and aesthetic development in the senior group.

Salybaeva Angela Ramazanovna,

teacher,

MBDOU TsRR d/s "Tanyusha"

Surgut district, Fedorovsky village

The leading activity of preschool children is play. A didactic game is a verbose, complex, pedagogical phenomenon: it is both a gaming method of teaching preschool children, and a form of teaching children, and With independent play activity, and a means of comprehensive education of the child.
Didactic games promote:
- development of cognitive and mental abilities: obtaining new knowledge, generalizing and consolidating it, expanding their existing ideas about objects and natural phenomena, plants, animals; development of memory, attention, observation; developing the ability to express one’s judgments and draw conclusions.
- development of children's speech: replenishment and activation of vocabulary.
- social and moral development of a preschool child: in such a game, knowledge of the relationships between children, adults, objects of living and inanimate nature occurs, in it the child shows a sensitive attitude towards peers, learns to be fair, to give in if necessary, learns to sympathize, etc.
The structure of the didactic game form basic and additional components. TO main components include: didactic task, game actions, game rules, result and didactic material. TO additional components: plot and role.
Conducting didactic games includes: 1. Familiarize children with the content of the game, use didactic material in it (showing objects, pictures, a short conversation, during which the children’s knowledge and ideas are clarified). 2.Explanation of the course and rules of the game, while strictly following these rules. 3. Showing game actions. 4. Defining the role of an adult in the game, his participation as a player, fan or referee (the teacher directs the actions of the players with advice, questions, reminders). 5. Summing up the game is a crucial moment in its management. Based on the results of the game, one can judge its effectiveness and whether it will be used by children in independent play activities. Analysis of the game allows us to identify individual abilities in the behavior and character of children. This means properly organizing individual work with them.

Education in the form of a didactic game is based on the child’s desire to enter an imaginary situation and act according to its laws, that is, it corresponds to the age characteristics of a preschooler.

Types of didactic games:

1. Games with objects (toys).

2. Printed board games.

3.Word games.

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

Games with objects - are based on the direct perception of children, correspond to the child’s desire to act with objects and thus get acquainted with them. IN In games with objects, children learn to compare, establish similarities and differences between objects. The value of these games is that with their help children become familiar with the properties of objects, size, and color. When introducing children to nature in such games, I use natural materials (plant seeds, leaves, pebbles, various flowers, pine cones, twigs, vegetables, fruits, etc. - which arouses keen interest and an active desire in children to play. Examples of such games: “Don’t make a mistake”, “Describe this object”, “What is it?”, “What comes first, what comes next”, etc.
Board - printed games -This An interesting activity for children to get acquainted with the surrounding world, the world of animals and plants, phenomena of living and inanimate nature. They are varied in type: “lotto”, “dominoes”, paired pictures.” With the help of board and printed games, you can successfully develop speech skills, mathematical abilities, logic, attention, learn to model life patterns and make decisions, and develop self-control skills.

Word games is an effective method of nurturing independent thinking and speech development in children. They built on the words and actions of the players, children independently solve various mental problems: they describe objects, highlighting their characteristic features, guess them from the description, find similarities and differences between these objects and natural phenomena.

IN In the process of games, children clarify, consolidate, and expand their ideas about natural objects and its seasonal changes.

Didactic games - travel - are one of the effective ways to enhance the cognitive activity of children.

Didactic game in experimental activities - contributes to the formation of children's cognitive interest in the environment, develops basic mental processes, observation, and thinking.

The joint activities of parents and teachers - individual counseling of parents, information stands, moving folders, thematic exhibitions with the proposed material - gives a more effective result in working with children.
To develop children’s knowledge about the world around them, systematize them, and cultivate a humane attitude towards nature, I use the following didactic games:

Material used:

Games with objects
"What it is?"
Goal: to clarify children’s ideas about inanimate objects.
Material: natural - sand, stones, earth, water, snow.
Progress of the game. Children are offered pictures and, depending on what is drawn on it, they need to arrange the natural material accordingly and answer what is it? And what is it? (Big, heavy, light, small, dry, wet, loose). What can you do with it?
“Who eats what?”
Target. Strengthen children's ideas about animal food.
Progress of the game. Children take out from the bag: carrots, cabbage, raspberries, cones, grains, oats, etc. They name it and remember what animal eats this food.
"Children on a Branch"
Target . To consolidate children's knowledge about the leaves and fruits of trees and shrubs, to teach them to select them according to their belonging to the same plant.
Progress of the game. Children look at the leaves of trees and shrubs and name them. At the teacher’s suggestion: “Children, find your branches” - the children select the corresponding fruit for each leaf. This game can be played with dried leaves and fruits throughout the year. The children themselves can prepare the material for the game.
“Find what I’ll show you”
Didactic task. Find an item by similarity.
Equipment. Place identical sets of vegetables and fruits on two trays. Cover one (for the teacher) with a napkin.
Progress of the game. The teacher briefly shows one of the objects hidden under the napkin and removes it again, then asks the children: “Find the same one on another tray and remember what it’s called.” Children take turns completing the task until all the fruits and vegetables hidden under the napkin are named.
“What first - what then?”
Target. To consolidate children's knowledge about the development and growth of animals.
Progress of the game. Children are presented with objects: an egg, a chicken, a model of a chicken; kitten, cat; puppy, dog. Children need to place these items in the correct order.
Printed board games
"It is when?"
Target. Clarify children's ideas about seasonal phenomena in nature.
Progress of the game. Each of the children has object pictures depicting snowfall, rain, a sunny day, cloudy weather, hail is falling, the wind is blowing, icicles are hanging, etc. and story pictures with images of different seasons. Children need to correctly arrange the pictures they have.
"Magic Train"
Target. To consolidate and systematize children’s ideas about trees and shrubs.
Material. Two trains cut out of cardboard (each train has 4 cars with 5 windows); two sets of cards with pictures of plants.
Progress of the game: On the table in front of the children there is a “train” and cards with pictures of animals. Educator. In front of you is a train and passengers. They need to be placed in the carriages (in the first - bushes, in the second - flowers, etc.) so that one passenger is visible in each window. The first one to place the animals correctly in the carriages will be the winner.
Similarly, this game can be played to consolidate ideas about various groups of plants (forests, gardens, meadows, vegetable gardens).
"Four Pictures"
Target. Strengthen children's ideas about the surrounding nature, develop attention and observation.
Progress of the game. The game consists of 24 pictures depicting birds, butterflies, and animals. The presenter shuffles the cards and distributes them equally to the game participants (from 3 to 6 people). Each player must pick up 4 cards that are identical in content. The player who begins the game, having examined his cards, passes one of them to the person sitting on the left. If he needs a card, he keeps it for himself, and any unnecessary one also passes on to the neighbor on the left, etc. Having picked up the cards, each player places them face down in front of them. When all possible sets have been selected, the game ends. Participants in the game turn over the collected cards and lay them out four at a time so that everyone can see them. The one with the most correctly selected cards wins.
Word games
“When does this happen?”
Target. Clarify and deepen children's knowledge about the seasons.
Progress of the game.
The teacher reads alternately short texts in poetry or prose about the seasons, and the children guess.
“Find something to tell me about”
Didactic task. Find objects using the listed characteristics.
Equipment. Vegetables and fruits are laid out along the edge of the table so that the distinctive features of the objects are clearly visible to all children.
Progress of the game. The teacher describes in detail one of the objects lying on the table, that is, names the shape of vegetables and fruits, their color and taste. Then the teacher asks one of the children: “Show it on the table, and then name what I told you about.” If the child has completed the task, the teacher describes another object, and another child completes the task. The game continues until all children guess the item from the description.

“Guess who it is?”
Target. Strengthen children's understanding of the characteristic features of wild and domestic animals.
Progress of the game. The teacher describes the animal (its appearance, habits, habitat...) the children must guess who they are talking about.
“When does this happen?”
Target. Clarify children's ideas about seasonal phenomena.
Progress of the game. Children are offered leaves of different plants with different colors, cones, a herbarium of flowering plants, etc. depending on the time of year. Children need to name the time of year when there are such leaves, branches, flowers.
Outdoor games
“What do we take in the basket?”
Goal: to consolidate in children the knowledge of what crops are harvested in the field, in the garden, in the garden, in the forest.
Learn to distinguish fruits based on where they are grown.
To form an idea of the role of people in conservation of nature.
Materials: Medallions with images of vegetables, fruits, cereals, melons, mushrooms, berries, as well as baskets.
Progress of the game. Some children have medallions depicting various gifts of nature. Others have medallions in the form of baskets.
Children - fruits, disperse around the room to cheerful music, with movements and facial expressions they depict a clumsy watermelon, tender strawberries, a mushroom hiding in the grass, etc.
Children - baskets must pick up fruits in both hands. Necessary condition: each child must bring fruits that grow in one place (vegetables from the garden, etc.). The one who fulfills this condition wins.
Tops - roots
Did. task: teach children to make a whole from parts.
Materials: two hoops, pictures of vegetables.
Game progress: option 1. Take two hoops: red, blue. Place them so that the hoops intersect. In the red hoop you need to put vegetables whose roots are used for food, and in the blue hoop you need to put those whose tops are used.
The child comes to the table, chooses a vegetable, shows it to the children and puts it in the right circle, explaining why he put the vegetable there. (in the area where the hoops intersect there should be vegetables whose tops and roots are used: onions, parsley, etc.
Option 2. On the table are the tops and roots of plants - vegetables. Children are divided into two groups: tops and roots. Children of the first group take the tops, the second - the roots. At the signal, everyone runs in all directions. On the signal “One, two, three – find your pair!”, you need
Ball game "Air, earth, water"
Did. task: to consolidate children's knowledge about natural objects. Develop auditory attention, thinking, and intelligence.
Materials: ball.
Progress of the game: Option 1. The teacher throws the ball to the child and names an object of nature, for example, “magpie.” The child must answer “air” and throw the ball back. To the word “dolphin” the child responds “water”, to the word “wolf” - “earth”, etc.
Option2. The teacher calls the word “air”; the child who catches the ball must name the bird. For the word “earth” - an animal that lives on the earth; for the word “water” - the inhabitant of rivers, seas, lakes and oceans.
Nature and man.
Did. task: to consolidate and systematize children’s knowledge about what is created by man and what nature gives to man.
Materials: ball.
Progress of the game: the teacher conducts a conversation with the children, during which he clarifies their knowledge that the objects around us are either made by human hands or exist in nature, and people use them; for example, forests, coal, oil, gas exist in nature, but houses and factories are created by humans.
"What is made by man"? asks the teacher and throws the ball.
“What is created by nature”? asks the teacher and throws the ball.
Children catch the ball and answer the question. Those who cannot remember miss their turn.
Choose what you need.
Did. task: to consolidate knowledge about nature. Develop thinking and cognitive activity.
Materials: subject pictures.
Progress of the game: object pictures are scattered on the table. The teacher names some property or sign, and the children must choose as many objects as possible that have this property.
For example: “green” - these can be pictures of a leaf, cucumber, cabbage, grasshopper. Or: “wet” - water, dew, cloud, fog, frost, etc.
Where are the snowflakes?
Did. task: to consolidate knowledge about the various states of water. Develop memory and cognitive activity.
Materials: cards depicting different states of water: waterfall, river, puddle, ice, snowfall, cloud, rain, steam, snowflake, etc.
Game progress: option 1 . Children dance in a circle around cards laid out in a circle. The cards depict different states of water: waterfall, river, puddle, ice, snowfall, cloud, rain, steam, snowflake, etc.
While moving in a circle, the following words are said:
So summer has come. The sun shone brighter.
It's getting hotter, where should we look for a snowflake?
With the last word everyone stops. Those in front of whom the required pictures are located must raise them and explain their choice. The movement continues with the words:
Finally, winter has come: Cold, blizzard, cold.
Go out for a walk. Where should we look for a snowflake?
The desired pictures are selected again and the choice is explained.
Option 2 . There are 4 hoops depicting the four seasons. Children must distribute their cards to the hoops, explaining their choice. Some cards may correspond to several seasons.
The conclusion is drawn from the answers to the questions:
- At what time of year can water in nature be in a solid state? (Winter, early spring, late autumn).
The birds have arrived.
Did. task: to clarify the idea of birds.
Progress of the game: the teacher names only the birds, but if he suddenly makes a mistake, then the children must stomp or clap. For example. Birds arrived: pigeons, tits, flies and swifts.
Children stomp – What’s wrong? (flies)
- Who are these flies? (insects)
- Birds arrived: pigeons, tits, storks, crows, jackdaws, macaroni.
The children are stomping. - birds arrived: pigeons, martens...
The children are stomping. Game continues.
Birds have arrived: Tit pigeons,
Jackdaws and swifts, Lapwings, swifts,
Storks, cuckoos, even scops owls,
Swans, starlings. Well done to all of you.
Result: the teacher, together with the children, identifies migratory and wintering birds.
When does this happen?
Did. task: to teach children to distinguish the signs of the seasons. With the help of poetic words, show the beauty of different seasons, the diversity of seasonal phenomena and people's activities.
Materials: for each child, pictures with landscapes of spring, summer, autumn and winter.
Progress of the game: the teacher reads a poem, and the children show a picture depicting the season mentioned in the poem.
Spring. In the clearing, blades of grass appear near the path.
A stream runs from a hillock, and there is snow under the tree.
Summer. And light and wide
Our quiet river. Let's run to swim and splash with the fish...
Autumn. The grass in the meadows withers and turns yellow,
The winter crops are just turning green in the fields. A cloud covers the sky, the sun does not shine,
The wind is howling in the field, the rain is drizzling.
Winter. Under blue skies
Magnificent carpets, Glistening in the sun, the snow lies;
The transparent forest alone turns black, And the spruce turns green through the frost,
And the river glitters under the ice.
Did. task: to clarify children’s knowledge about the flowering time of individual plants (for example, daffodil, tulip - in spring); golden ball, asters - in autumn, etc.; teach them to classify on this basis, develop their memory and intelligence.
Materials: ball.
Progress of the game: children stand in a circle. The teacher or child throws the ball, naming the time of year when the plant grows: spring, summer, autumn. The child names the plant.
What is made of what?
Did. task: to teach children to identify the material from which an object is made.
Materials: wooden cube, aluminum bowl, glass jar, metal bell, key, etc.
Progress of the game: children take different objects out of the bag and name them, indicating what each object is made of.
Guess what.
Did. task: to develop children’s ability to solve riddles, to correlate a verbal image with the image in the picture; clarify children's knowledge about berries.
Materials: pictures for each child with images of berries. Book of riddles.

Progress of the game: on the table in front of each child there are pictures of the answer. The teacher makes a riddle, the children look for and pick up the answer picture.
Edible - inedible.
Did. task: to consolidate knowledge about edible and inedible mushrooms.
Materials: basket, object pictures with images of edible and inedible mushrooms.
Progress of the game: on the table in front of each child there are pictures of the answer. The teacher makes a riddle about mushrooms, the children look for and put a picture of the answer to an edible mushroom in baskets.
Place the planets correctly.
Did. task: to consolidate knowledge about the main planets.
Materials: belt with sewn rays - ribbons of different lengths (9 pieces). Caps with images of planets.
It's so hot on this planet
That it’s dangerous to be there, friends.

What is our hottest planet, and where is it located? (Mercury because it is closest to the sun).
And this planet was shackled by a terrible cold,
The sun's rays did not reach her with warmth.
-What kind of planet is this? (Pluto because it is farthest from the sun and the smallest of all the planets).
A child in a Pluto cap takes hold of the longest ribbon No. 9.
And this planet is dear to us all.
The planet gave us life... (all: Earth)
-In what orbit does planet Earth rotate? Where is our planet from the sun? (On the 3rd).
A child in an “Earth” cap takes hold of ribbon No. 3.
Two planets are close to planet Earth.
My friend, name them quickly. (Venus and Mars).
Children wearing “Venus” and “Mars” hats occupy the 2nd and 4th orbits, respectively.
And this planet is proud of itself
Because it is considered the largest.
-What kind of planet is this? What orbit is it in? (Jupiter, orbit No. 5).
The child in the Jupiter cap takes place No. 5.
The planet is surrounded by rings
And this made her different from everyone else. (Saturn)
Child - Saturn occupies orbit No. 6.
What kind of green planets are they? (Uranus)
A child wearing a matching Neptune cap occupies orbit #8.
All the children took their places and began to revolve around the “Sun”.
The round dance of the planets is spinning. Each has its own size and color.
For each, the path is defined. But only on Earth is the world inhabited by life.
Useful - not useful.
Did. task: to consolidate the concepts of healthy and harmful products.
Materials: cards with images of products.
How to play: Place what is useful on one table, and what is not useful on the other.
Healthy: rolled oats, kefir, onions, carrots, apples, cabbage, sunflower oil, pears, etc.
Unhealthy: chips, fatty meats, chocolates, cakes, Fanta, etc.

Used Books:

A.I. Sorokina “Didactic game in kindergarten”.

A.K. Bondarenko "Didactic games in kindergarten."

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Card index of didactic games on art activities

for the middle group

Didactic game “Magic Colors”

Goal: during the game, to develop children’s attention and interest in various colors and shades, a feeling of joy when perceiving the beauty of nature.
Material: cards with different colors.
How to play: Give children cards with squares of different colors. Then the teacher says a word, for example, birch. Those children who have black, white and green squares raise them up.
Then the teacher says the next word, for example, rainbow, and the squares are raised by those children whose colors correspond to the colors of the rainbow. The children’s task is to respond as quickly as possible to the words spoken by the teacher.

Didactic game “Funny Colors”

Goal: to introduce children to primary and composite colors, the principles of color mixing.

Material: cards with pictures of girls-paints, signs “+”, “-”, “=”, paints, brushes, paper, palette.

Progress of the game: Children are asked to solve examples by mixing colors, for example, “red + yellow = orange”, “green + yellow = blue”.

Didactic game "Caterpillars"

Target. Exercise children in determining warm or cold colors, in the ability to arrange colors in shades from light to dark, and vice versa.

Material: colored circles of warm and cold colors, image of a caterpillar's head.

Progress of the game. Children are invited to use the circles provided to create a caterpillar with a cold color scheme (warm) or a caterpillar with a light muzzle and a dark tail (dark muzzle and light tail).

Didactic game "Balls"

Goal: to develop in children the ability to perform circular movements when drawing a ball in a closed circle, relying on visual control and with their eyes closed.

Progress of the game. The teacher invites the children to look at a panel in which a kitten plays with balls of thread that he has unwound. Then he invites the children to collect the threads into a ball and shows how the threads are collected into a ball, imitating with the movements of a pencil winding the threads into a ball.

Periodically, the teacher invites children to close their eyes and perform movements with their eyes closed.

In order for children to show interest in work, you can give them the opportunity to draw a lot of balls, arrange a competition: who can draw the most balls.

Didactic game "Matryoshkin's sundress"

Purpose of the game: to develop compositional skills, consolidate children’s knowledge about the basic elements of painting a Russian nesting doll, and consolidate knowledge of Russian national clothing.
Progress of the game: Silhouettes of three nesting dolls are drawn on the board, the teacher calls three children in turn, they each choose to wear their own nesting doll.

Didactic exercise “Let’s draw how the plates are located on the table”

Goal: to train children in drawing round and oval shapes, to develop the ability to distinguish objects by size from large to small.

To complete the exercise, children are given stencils with slots for three circles of different sizes and slots for three ovals located between the circles. The ovals are also of different sizes, with handles attached to them.

Progress of the game: The teacher says: “Children, three bears came to visit us. Let's give them a treat. For this we need dishes: plates and spoons.” The teacher shows the children stencils and suggests tracing circles and ovals, and then adding handles to the ovals to make a spoon.

After completing the task, the bears and the children watch how all the work is done and compare it with the real table setting, where the plates and spoons are located. Here you can also clarify which side of the plate the spoon is located on.

Didactic game “Collect and count nesting dolls”

Purpose of the game: to consolidate knowledge about the Russian nesting doll, develop the ability to distinguish this type of creativity from others, develop ordinal counting skills, eye, and reaction speed.
Progress of the game: Leaves with drawn silhouettes of nesting dolls hang on the board, three children are called and they must quickly arrange the nesting dolls into cells and count them.

Didactic game “Who will draw the most oval-shaped objects?”

Goal: to strengthen children’s ability to quickly find similarities between ovals located horizontally, vertically or diagonally with whole objects of the plant world or their parts, and complete the images.
Progress of the game: draw at least 5 images of plants in ovals, color them in the appropriate color, while combining various visual materials to complete the resemblance to the original.

Didactic game “Who plays hide and seek with us”

Goal: to teach children to compare the color and background of a picture with the coloring of animals, which allows these animals to be invisible against this background.
Progress of the game: take two cards of different colors, name animals with similar colors; Having received the figure, circle it on the desired background. The winner is the one who gets the most figures, and also draws suitable animals that the teacher did not have.

Didactic game “Draw a warm picture”

Purpose: to clarify with children the concepts of “warm and cold colors”; continue to learn how to compose a picture from memory, using warm colors when coloring.
Materials: 4 pictures depicting simple plots, geometric shapes found in these pictures, colored pencils, felt-tip pens, sheets of white paper.

Progress of the game: after carefully examining the uncolored sample picture, at the teacher’s signal, turn it over, depict the scene you saw on your sheet of paper, and color it, adhering to a warm palette.
Game actions: depicting a plot from memory, completing small details, using unconventional drawing methods to add individuality to your work.
Creative tasks:
A) draw a “warm” still life;
B) tell me what is orange (pink, red, yellow);
B) paint your clothes in warm colors. What vegetables and fruits come in the same color?

Didactic game “Painted Horses”

Goal: to consolidate knowledge of the main motifs of Russian folk paintings (“Gzhel”, “Gorodets”, “Filimonovo”, “Dymka”), to consolidate the ability to distinguish them from others, to name them correctly, to develop a sense of color.
Progress of the game: the child needs to determine in which clearing each of the horses will graze, and name the type of applied art based on which they are painted.

Didactic game "Portraits"

Goal: teach children to draw a head using templates.
Materials: a sheet of paper with a drawn oval of the face; cardboard templates of eyebrows, eyes, nose, lips, ears, hairstyles.
Progress of the game: lay out the head on a piece of paper, trace it, color the resulting portrait

Didactic game “Make a hedgehog from sticks”

Goal: to learn to convey an image schematically, to distract from secondary features, conveying the main ones.
Material: counting sticks, or colored paper strips, or felt-tip pens.
Progress of the game: lay out an image with sticks or draw shelves with a felt-tip pen, or paste an image from strips.

Didactic game “Bottom of the Sea”

Purpose of the game: development of artistic composition skills, development of speech, logical thinking, memory.
Progress of the game: A very common game that can be used not only in art activities, but also in other educational areas. The children are shown the seabed (empty), and it must be said that all the sea inhabitants wanted to play “Hide and Seek” with us, and in order to find them we need to guess riddles about them. The one who guessed correctly puts the resident in the background. The result is a complete composition. The teacher motivates children to perform visual activities. (Good to use with middle and older groups). In the same way, you can study with children other themes of plot compositions: “Summer Meadow”, “Forest Dwellers”, “Autumn Harvest”, “Still Life with Tea”, etc. You can invite several children to the board and ask them to make different compositions from the same objects. This game develops intelligence, reaction, and compositional vision.

Didactic game “Collect a landscape”

“Using the example of a landscape, it is convenient to develop a sense of composition and knowledge of natural phenomena. To do this, it is convenient to use this didactic game.
Purpose of the game: to develop compositional thinking skills, consolidate knowledge of seasonal changes in nature, consolidate knowledge of the concept of “landscape,” develop observation and memory.
Progress of the game: the child is asked to compose a landscape of a certain season (winter, spring, autumn or winter) from a set of printed pictures; the child must select objects corresponding to this particular time of year and, using his knowledge, build the correct composition

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State Autonomous Professional Educational Institution of the Tyumen Region

"Tyumen Pedagogical College"

Course work

Using play techniques to teach children productive activities

Performed by student Tasakovskaya V.D.

Scientific supervisor Posokhova M.A.

Tyumen, 2016

Introduction

Chapter 1. Productive activity of preschool children

1.1 The essence of the concept of “productive activity”

1.2 Specifics of productive activities in different age groups of kindergarten

Chapter 2. The importance of game techniques for teaching productive activities to preschool children

2.1 Methods and techniques for teaching productive activities in kindergarten

2.2 Game techniques for teaching preschool children productive activities

Conclusion

Used Books

Introduction

Preschool age, as noted by many psychologists and teachers (V.S. Mukhina, L.S. Vygotsky, V.V. Davydov, A.P. Usova, A.V. Zaporozhets, A.N. Leontyev, D.B. Elkonin ), is a sensitive period for the development of many types of activities. Productive activities are very significant for a preschooler; they contribute to the comprehensive development of his personality, the development of cognitive processes (Imagination, thinking, memory, perception), and reveal their creative potential.

The formation of a creative personality is one of the important tasks of pedagogical theory and practice at the present stage. Its solution begins already in preschool age. The most effective means for this is productive activity, which affects the development of the creative abilities of children in kindergarten. Productive activity is one of the most important means of understanding the world, the formation of knowledge of aesthetic perception, as it is associated with the independent, practical and creative activity of the child.

The upbringing, education and development of a child are determined by the conditions of his life in kindergarten and family. The main forms of organizing this life in kindergarten are: play and related forms of activity, classes, and subject-based practical activities.

V.A. Sukhomlinsky wrote: “In play, the world is revealed to children, the creative abilities of the individual are revealed. Without play, there is and cannot be full-fledged mental development. Game is a huge bright window through which a life-giving stream of ideas and concepts about the surrounding world flows into the child’s spiritual world. A game is a spark that ignites the flame of inquisitiveness and curiosity."

In the modern concept of preschool education, humanization of the goals and principles of educational work with children is highlighted as a key position for updating the kindergarten, and in this regard, the education of preschoolers is considered in the context of play activities. It is the game that makes the learning process interesting and entertaining, and therefore successful.

Playing in preschool age is one of children's favorite activities. The opportunity to develop creative abilities in preschoolers through play allows teachers to use gaming techniques in visual arts classes. Playful creativity manifests itself in the search for means and ways to depict what is planned.

Game techniques are used by teachers willingly. Difficulties arise in their independent development. The main reason for this is ignorance of the features of game-based learning techniques. Game teaching techniques, like other techniques, are aimed at solving educational problems and are associated with the organization of games for classes.

Such techniques, built on a highly emotional basis, contribute to both solving educational problems and developing children’s interest in learning activities. Their use allows preschoolers to develop stability of attention and the ability for voluntary behavior, which is a prerequisite for the formation of moral and volitional qualities.

The relevance of research is that for children to successfully master productive activities, which actively influence the formation of the child’s mental abilities, which are so necessary for understanding the world around him and solving various kinds of practical problems, gaming techniques are essential. Their role is that they make the learning process interesting, make it possible to present an educational task that is uninteresting for children in an entertaining form, and provide the opportunity to repeatedly exercise children in the formation of any skill; play the role of a motive that encourages children to perform a task well.

Object of study: the process of teaching productive activities to preschool children.

Subject of study: teaching preschool children productive activities through the use of play techniques.

Targetresearch: to study the role of gaming techniques in the process of teaching preschool children productive types of activities.

Research objectives:

1. Study and analyze the literature on the topic of using gaming techniques to teach children productive activities.

2. To study gaming techniques and their influence on the dynamics of teaching preschool children productive types of activities.

3. To study the influence of game-based teaching methods on the development of motivation for productive activities in preschoolers.

The study used the followingmethods: theoretical analysis of literary sources on the topic under study.

Theoretical and methodological basis of the study: Volkova A.A., Grigorieva G.G., Doronova T.N., Zaporozhets A.V., Istomina Z.M., Kazakova T.G., Komarova T.S., Neverovich Ya.Z. . , Rubinshtein M.M., Slavina L.S., Flerina E.A., Yakobson S.Ya.

Chapter 1. Productive activity of preschool children

1.1 The essence of the concept" productive activity"

Productive activity is an activity aimed at obtaining any product (construction, drawing, appliqué, stucco crafts, etc.) that has certain specified qualities (N.I. Ganoshenko).

Productive types of children's activities include designing, drawing, modeling, appliqué and creating various kinds of crafts and models from natural and waste materials. All these types of children's activities play an important role in the development of a preschool child.

Productive children's activity is formed in preschool age and, along with play, is of greatest importance during this period for the development of the child's psyche, since the need to create a product is closely related to the development of his cognitive processes, emotional-volitional sphere, skills, moral , aesthetic and physical education of preschool children.

These actions develop not only imaginative forms of thinking, but also such qualities as focus, the ability to plan one’s activities, and achieve a certain result.

The social and personal development of a child is facilitated by the opportunity for him to demonstrate creative activity, initiative in creating drawings, modeling, and crafts that he can use himself or show and give to others.

In the process of visual activity and design, children develop the ability for purposeful activity and volitional regulation of behavior.

For the artistic and aesthetic development of a child, the modeling nature of productive activity plays an important role, allowing him to reflect the reality around him at his own discretion and create certain images. And this has a positive effect on the development of imagination, imaginative thinking, and creative activity of the child.

It is important to cultivate in children an aesthetic attitude towards the environment, the ability to see and feel beauty, and develop artistic taste and creative abilities. A preschooler is attracted to everything bright, sounding, and moving. This attraction combines both cognitive interests and an aesthetic attitude towards the object, which is manifested both in evaluative phenomena and in the activities of children.

Productive activity plays a big role in nurturing the aesthetic senses of a preschooler. The specific nature of drawing classes provides ample opportunities for experiencing beauty and for developing children’s emotional and aesthetic attitude to reality. Productive activity shows a person the world of really existing beauty, shapes his beliefs, influences behavior, and promotes the development of children’s creative abilities, which is possible only in the process of preschoolers acquiring and practically applying knowledge, skills and abilities.

Productive activity is closely related to solving problems of moral education. This connection is carried out through the content of children’s work, which reinforces a certain attitude towards the surrounding reality, and through the development in children of observation, activity, independence, the ability to listen and carry out a task, and bring the work started to completion.

In the process of depiction, the attitude towards the depicted is consolidated, since the child experiences the feelings that he experienced when perceiving this phenomenon. Therefore, the content of the work has a great influence on the formation of the child’s personality. Nature provides rich material for aesthetic and ethical experiences: bright combinations of colors, a variety of shapes, the beauty of many phenomena (thunderstorm, sea surf, blizzard, etc.).

When properly organized, productive activities have a positive effect on the child’s physical development, help raise overall vitality, and create a cheerful, cheerful mood. During classes, the correct training posture is developed, since productive activity is almost always associated with a static position and a certain posture. Performing applicative images promotes the development of hand muscles and coordination of movements.

In the process of systematic classes in designing, drawing, modeling, and appliqué, cognitive processes develop:

Children's visual representations of surrounding objects are clarified and deepened. A child’s drawing sometimes indicates a child’s misconception about a subject, but it is not always possible to judge from the drawing whether the child’s ideas are correct. The child’s idea is broader and richer than his visual capabilities, since the development of ideas outstrips the development of visual skills.

In the process of productive activity, the child’s visual memory is actively formed. As is known, developed memory serves as a necessary condition for successful cognition of reality, since thanks to memory processes, memorization, recognition, reproduction of cognizable objects and phenomena, and consolidation of past experience occur. Fine creativity is unthinkable without operating with images of the child’s memory and ideas obtained directly in the process of drawing. The ultimate goal for a preschooler is such knowledge of a subject that would make it possible to master the skill completely freely and depict it according to the idea.

The development of visual-figurative thinking occurs during the learning process. Research by N.P. Sakulina showed that successful mastery of image techniques and the creation of an expressive image require not only clear ideas about individual objects, but also the establishment of connections between the appearance of an object and its purpose in a number of objects or phenomena. Therefore, before starting the image, children solve mental problems based on the concepts they have formed, and then look for ways to solve it.

The fundamental point in design is the analytical and synthetic activity of examining objects. It makes it possible to establish the structure of an object and its parts, and take into account the logic of their connection. Based on analytical-synthetic activity, the child plans the course of construction and creates a plan. The success of the implementation of a plan is largely determined by the preschooler’s ability to plan and control its progress. preschool age productive

During classes in drawing, modeling, appliqué and design, children’s speech develops: the names of shapes, colors and their shades, spatial designations are learned, and their vocabulary is enriched. The teacher involves children in explaining tasks and the sequence of their completion. In the process of analyzing the work, at the end of the lesson, children talk about their drawings, modeling, and express judgments about the work of other children.

In the process of systematic design and application classes, children intensively develop sensory and mental abilities. The formation of ideas about objects requires the assimilation of knowledge about their properties and qualities, shape, color, size, position in space.

In the design process, preschoolers acquire special knowledge, skills and abilities. By constructing from building materials, they become familiar with:

1. with geometric volumetric shapes,

2. gain ideas about the meaning of symmetry, balance, proportions.

3. When designing from paper, children’s knowledge about geometric planar figures is clarified,

4. Concepts about side, angles, center.

5. Children get acquainted with the techniques of modifying flat shapes by bending, folding, cutting, gluing paper, as a result of which a new three-dimensional shape appears.

In the process of productive activity, such important personality qualities as mental activity, curiosity, independence, initiative, which are the main components of creative activity, are formed. The child learns to be active in observation, doing work, showing independence and initiative in thinking through content, selecting materials, and using a variety of means of artistic expression.

Equally important is education in the process of productive activity.

1. purposefulness in work, the ability to complete it,

2. accuracy,

3. ability to work in a team,

4. hard work,

According to teachers and psychologists, a child’s mastery of types of productive activities is an indicator of a high level of his overall development and preparation for school. Productive activities greatly contribute to the mastery of mathematics, work skills, and writing.

The processes of writing and drawing have superficial similarities: in both cases, they are graphic activities with tools that leave marks in the form of lines on paper. This requires a certain position of the body and hands, the skill of holding a pencil and pen correctly. Learning to draw creates the necessary prerequisites for successful mastery of writing.

During productive activities, children learn to use materials carefully, keep them clean and tidy, and use only the necessary materials in a certain sequence. All these points contribute to successful learning activities in all lessons.

1.2 Specifics of productive activity in different age groups of kindergarten

In each age group, classes have their own characteristics, both in terms of time and organization.

According to the Verax program "From birth to school", classes on productive activities are organized as follows:

With children of the second group of early age, drawing and modeling is carried out once a week for 8-10 minutes.

In the 2nd junior group, drawing is carried out once a week, modeling and applique once every 2 weeks for no more than 15 minutes.

In the middle group, drawing is carried out once a week, modeling and appliqué once every 2 weeks for up to 20 minutes.

In the older group, drawing is carried out 2 times a week, modeling and applique 1 time in 2 weeks for no more than 25 minutes.

In the preparatory group, drawing is carried out 2 times a week, modeling and applique 1 time in 2 weeks for no more than 30 minutes.

The number of design classes is not regulated.

Additional education classes, if provided for in the work plans of the preschool educational institution, are conducted in agreement with the parent committee. In the second junior group - 1 lesson, in the middle group - 2 lessons, in the senior group - 2 lessons, in the preparatory group - 3 lessons per week.

In accordance with the approximate daily routines and time of year, group classes are recommended to be held from September 1 to May 31. The educator is given the right to vary the place of classes in the pedagogical process, to integrate the content of various types of classes depending on the goals and objectives of training and education, their place in the educational process; reduce the number of regulated classes, replacing them with other forms of training.

In early preschool age, games and activities are held with children. In the first early age group, children are taught individually. Due to the fact that in the first year of a child’s life, skills are formed slowly and their formation requires frequent exercises, games and classes are carried out not only daily, but several times during the day.

In the second early age group, 2 classes are held with children. The number of children participating in classes depends not only on their age, but also on the nature of the lesson and its content.

All new types of classes, until children master primary skills and master the necessary rules of behavior, are carried out either individually or with a subgroup of no more than 3 people.

A subgroup of 3-6 people (half the age group) conducts classes on teaching subject activities, design, physical education, as well as most classes on speech development.

With a group of 6-12 people, you can conduct classes with a free form of organization, as well as music classes and those where the leading activity is visual perception.

When combining children into a subgroup, it should be taken into account that their level of development should be approximately the same.

Lesson duration: 10 minutes for children over 1 year old. 6 months and 10-12 minutes for older people. However, these figures may vary depending on the content of the learning activity. New types of activities, as well as those that require more concentration from children, may be shorter.

The form of organizing children for classes can be different: kids sit at a table, on chairs arranged in a semicircle, or move freely around the group room.

The effectiveness of a lesson largely depends on how emotional it is.

An important didactic principle on which the methodology for teaching children of the 2nd year of life is based is the use of visualization in combination with words.

Teaching young children should be visual and effective.

In groups of older children, when cognitive interests are already well developed, a message about the topic or main goal of the lesson is sufficient. Older children are involved in organizing the necessary environment, which also contributes to interest in the activity. However, the content and nature of setting educational objectives are of primary importance.

Children gradually become accustomed to certain rules of conduct in class. The teacher constantly reminds the children about them both when organizing the lesson and at the beginning of it.

At the end of the lesson with older children, the overall result of cognitive activity is formulated. At the same time, the teacher strives to ensure that the final judgment is the fruit of the efforts of the children themselves, to encourage them to emotionally evaluate the lesson.

The end of the lesson in younger groups is aimed at enhancing positive emotions associated with both the content of the lesson and the children’s activities. Only gradually in the middle group is some differentiation introduced in assessing the activities of individual children. The final judgment and assessment is expressed by the teacher, from time to time involving the children in it.

The main form of training: developmental classes using methods, didactic games, and gaming techniques.

The main forms of organization of children of older groups in the classroom are frontal and subgroup.

In the younger group, fairy-tale characters come to children or go to visit them. For example, one day the kitten Fluff may come to visit the guys, who was so carried away by playing ball that he did not notice how he unwound it. Children will help the kitten. They wind the thread onto the ball. In joint activities with children, the technique of drawing a round shape in a spiral, the color, size, appearance of the kitten and its habits are reinforced.

A snowman can help in drawing a circle together. These techniques are easily learned by children through the introduction of game characters into joint activities. In the future, they can be used by children in other drawing classes - “Funny Chickens”, “Balloons”.

In middle age, children are given the opportunity to independently solve a given problem and find several solutions. Much attention is paid to working with a pencil. This age group uses joint artistic activities - travel, which allowed them to find themselves in different places: a fairy tale, a river, a forest, etc. During joint artistic activities, children read and listen to poetry, music, and their knowledge about the world around them is consolidated. For example, in the lesson “Journey to a Fairytale Forest,” the outdoor game “Burn, Shine Clear” is used; didactic game "House for a Butterfly"; transformation game "Beautiful Butterfly". All these gaming techniques help children in further work, decorating butterfly wings. This joint activity will help children reinforce warm and cool tones, as well as become familiar with mirror images.

At an older age, previously acquired skills and abilities are consolidated. There is an opportunity to draw with different materials, get acquainted with and use new drawing techniques in their work. The teacher introduces unusual means of representation: a candle, a comb. Toothbrush, cotton swabs, etc. This liberates children in the process of their activities and helps develop imagination and fantasy.

Chapter 2. The importance of game techniques for teaching productive activities to preschool children

2.1 Methods and techniques for teaching productive activities in kindergarten

Training is carried out using various methods. Translated from Greek, “method” means a path to something, a way to achieve a goal. A teaching method is a system of consistent interconnected ways of working between the teacher and the children being taught, which are aimed at achieving didactic objectives. This definition of the method emphasizes the two-way nature of the learning process. Teaching methods are not limited to the activities of the teacher, but assume that he, using special methods, stimulates and directs the cognitive and related practical activities of the children themselves. Thus, we can say that teaching methods reflect the interconnected activities of the teacher and children, subordinated to the solution of the didactic task.

The success of education and training largely depends on what methods and techniques the teacher uses to convey certain content to children, develop their knowledge, skills, and abilities, as well as develop abilities in a particular area of activity.

Methods of teaching visual activity and design are understood as a system of actions of a teacher who organizes the practical and cognitive activities of children, which is aimed at mastering the content defined by the “Program of Education and Training in Kindergarten”.

Teaching techniques are the individual details, components of the method.

Traditionally, teaching methods are classified according to the source from which children acquire knowledge, skills and abilities, and according to the means by which this knowledge, abilities and skills are presented. Since preschool children acquire knowledge in the process of direct perception of objects and phenomena of the surrounding reality and from the teacher’s messages (explanations, stories), as well as in direct practical activities (construction, modeling, drawing, etc.), the following methods are distinguished:

visual;

verbal;

practical.

This is the traditional classification.

Recently, a new classification of methods has been developed. The authors of the new classification are: Lerner I.Ya., Skatkin M.N. it includes the following teaching methods:

informative - receptive;

reproductive;

research;

heuristic;

method of problematic presentation of material.

The information-receptive method includes the following techniques:

examination;

observation;

excursion;

example of a teacher;

teacher demonstration.

The verbal method includes:

story, art history story;

use of teacher samples;

artistic word.

The reproductive method is a method aimed at consolidating the knowledge and skills of children. This is a method of exercises that bring skills to automaticity. It includes:

reception of repetition;

work on drafts;

performing form-building movements with the hand.

The heuristic method is aimed at demonstrating independence at some point during the lesson, i.e. The teacher invites the child to do some of the work independently.

The research method is aimed at developing in children not only independence, but also imagination and creativity. The teacher suggests that you do not just any part, but all the work yourself.

The method of problem presentation, according to didactics, cannot be used in teaching preschoolers and primary schoolchildren: it is applicable only for older schoolchildren.

The game method is aimed at the fact that it arouses increased interest and positive emotions in children, helping to concentrate attention on the educational task, which becomes not imposed from the outside, but a desired, personal goal. Solving a learning task during a game involves less expenditure of nervous energy and minimal volitional efforts.

In his activities, the teacher uses various methods and techniques in drawing, modeling, appliqué and design.

Thus, the choice of certain methods and techniques depends on:

On the age of children and their development; on the type of visual materials with which children operate.

In classes where the focus is on the task of consolidating ideas about the environment, verbal methods are mainly used: conversation, questions to children, which help the child to recall what he has seen.

In different types of visual activities, teaching methods are specific, since the image is created by different means. For example, the task of teaching composition in plot themes requires an explanation of the picture in drawing, showing in the drawing how distant objects are drawn higher and nearby ones lower. In modeling, this problem is solved by arranging the figures according to their action: next to or separately from each other, one after another, etc. No special explanation or demonstration of the work is required here.

Not a single technique can be used without carefully thinking through the tasks at hand, the program material of the lesson and the developmental characteristics of children in this group.

Separate methods and techniques - visual and verbal - are combined and accompany one another in a single learning process in the classroom.

Visualization renews the material and sensory basis of children's visual activity; the word helps create a correct representation, analysis and generalization of what is perceived and depicted.

The success of solving educational problems in visual arts is largely determined by the correct organization of work with children and a clearly thought-out system of combining different types of activities.

2.2 Game techniques for teaching preschool children productive activities

Game techniques are ways of jointly (teacher and children) developing a plot-based game plan by setting game tasks and performing appropriate game actions aimed at teaching and developing children.

A distinctive feature of these techniques is that they are designed taking into account children’s mastery of the methods of role-playing play.

It is the advantages of story-based play in early preschool age that served as the basis for using them to solve two main problems in teaching children productive activities:

firstly, thanks to the game, turn learning into a conscious and interesting activity for the child;

secondly, to provide children with a natural transition from learning to play and to promote the formation of play.

The use of game moments in the process of visual activity refers to visual and effective teaching methods. The smaller the child, the more place play should occupy in his upbringing and education. Game teaching techniques will help attract children's attention to the task at hand and facilitate the work of thinking and imagination.

Learning to draw at a young age begins with play exercises. Their goal is to make the process of teaching children to create simple linear shapes and develop hand movements more effective. Children, following the teacher, first draw various lines in the air with their hand, then with their finger on paper, supplementing the movements with explanations: “This is a boy running along the path,” “This is how a grandmother shakes a ball,” etc. The combination of image and movement in a play situation significantly accelerates mastery skills to depict lines and simple forms.

The inclusion of playful moments in visual activities in the younger group continues when depicting objects. For example, a new doll comes to visit the children, and they make her a treat: pancakes, pies, cookies. In the process of this work, kids master the ability to flatten a ball.

In the middle group, children draw a teddy bear from life. And this moment can be successfully played out. The bear knocks on the door, greets the children, and asks them to draw him. At the end of the lesson, he takes part in viewing children's works, chooses the best portrait on the advice of the children and hangs it in the play corner.

Even with children of six years old, it is possible to use gaming techniques, of course, to a lesser extent than in the younger group. For example, while walking, children look at the landscape, trees, animals through homemade cameras, “take pictures,” and when they come to kindergarten, “develop and print them,” depicting what they perceive in a drawing.

When using game moments, the teacher should not turn the entire learning process into a game, as it can distract children from completing the educational task and disrupt the system in acquiring knowledge, skills and abilities.

Game techniques are specific for teaching preschool children, as they correspond to their age characteristics. In relation to the management of visual activities, the need to use gaming techniques has a special basis, which lies in the unique connections between play and artistic creativity.

The closeness of play and artistic activity as varieties of creativity is manifested in the commonality of the leading mental processes that underlie them (imagination, emotions). It is known that these processes most easily arise and develop in game conditions. This provides a basis for using playful moments in guiding children's visual activities.

The most direct connection between play and visual creativity is found in pronounced playful moments that manifest themselves in children's visual activity and occur even in the work of mature artists. The place and role of game elements in children's visual creativity revealed their relationship with the motives of this activity and the development of the image.

The existence of connections between play and artistic creativity allows us to assume that gaming techniques correspond not only to the age characteristics of children, but also to the specifics of children's visual activity and therefore contribute to optimizing the process of managing it.

Game techniques are defined as situations consisting of game actions, developed by the teacher taking into account the knowledge and interests of children and contributing to the solution of didactic and creative problems by creating game motives for children’s activities in the classroom.

The system of game teaching techniques is understood as a set of techniques characterized by common essential features (the presence of game actions, an imaginary situation, a focus on solving didactic problems), classified in a certain way; and included in modern methods of guiding children's visual activities. The identification, systematization, and development of methods for using game techniques were carried out on the basis of an analysis of the specifics of children's play, the nature, place and role of game manifestations in developing visual activity, the age characteristics of children and the tasks of managing this activity in kindergarten.

Game techniques influence the effectiveness of children’s learning and development in visual arts classes, shape children’s attitudes toward learning, contribute to the high-quality mastery of visual arts and the development of creativity. The influence of gaming techniques is carried out:

a) firstly, by creating with their help motives that direct children’s activities to perform images for some game characters. By their nature, such motives are close to socially oriented ones, inherent in mature artistic activity and having the greatest influence on the search for expressive means of creating an image and its quality.

In accordance with the content of the proposed motif, children's drawings (appliqués) are used in the game plan. The emergence of such motives in children ensures their understanding and acceptance of the goal set by the teacher (creating a drawing), awareness of the requirements for the quality and methods of depiction, on the fulfillment of which the success of the playful use of children's works depends; evokes activity in the creation of images, and then their meaningful and interested analysis.

b) secondly, gaming techniques can create motives for specific actions of children in visual arts classes (perception of the depicted object, the teacher showing methods of action, etc.), arousing interest in game characters and actions with them.

In all cases, gaming techniques, influencing the motives of visual activity in the classroom, significantly restructure children’s attitude to learning: they cause activity to be focused on producing images of the required quality, interest, and various activities of children - mental, verbal, emotional. By awakening imagination and emotions, playful teaching techniques activate the ability to “enter” the depicted circumstances, cause passion, capture by activity - qualities, the presence of creativity in children's artistic activity and activating volitional efforts in achieving a creative goal. Changing attitudes towards learning contributes to better mastery of visual skills and the development of creativity.

Conclusion

Productive activity is an important means of all-round development of children. Learning to draw, sculpt, appliqué, and design contributes to the mental, moral, aesthetic and physical education of preschool children.

The methods and techniques used in classes are aimed at developing children's independence and activity. When starting a lesson, children should be ready not only to watch, but also to be aware of what they see and hear.

Summarizing the statements made about the role of game techniques, we can define their educational function as follows: game techniques help the teacher make the learning process entertaining, appropriate for the age characteristics of preschoolers (especially for younger preschool age), they allow you to present an educational task that is uninteresting for children in an entertaining form; provide the opportunity to repeatedly exercise children in the formation of any skill; play the role of a motive that encourages children to perform a task well.

At the same time, it should be emphasized that all tasks presented to children in play situations veil the educational task; the child is not placed in conditions of awareness of the peculiarities of activity in the classroom (the need to apply effort, diligence; the ability to focus his attention on the proposed task, the desire to complete it as accurately as possible, to achieve a result that meets the set requirements). Therefore, gaming techniques should be combined with other techniques. Options for their combination should be determined by the content of the lesson, the age of the children, the degree of complexity of the educational material, as well as specific tasks of moral education that can be implemented in activities aimed at acquiring knowledge. If in the younger groups gaming techniques predominate, then in the older ones, since the task of instilling in children moral and volitional qualities and a responsible attitude to educational activities comes to the fore, they are replaced by others that allow preschoolers to realize that activity in the classroom is the fulfillment of educational tasks .

Consequently, the importance of gaming techniques in the classroom depends on the age of the children and the degree to which they have developed experience in educational activities; they dominate in younger groups and combine and interact with others in older groups. Children of senior preschool age's ever-increasing experience of activities in the classroom and interest in it allow the teacher to set an educational task for students in other forms that justify the need to complete tasks and apply effort.

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FUNNY LETTERS
Our task: Develop associative thinking, imagination, creative abilities.

Material: Alphabet, salt dough, paints, tools for modeling and drawing

Game options:

vInvite children to look at the alphabet, write printed letters on paper, look at what or who they might look like, then make letters from dough and color them. Arrange an exhibition and analysis of the received products.

Didactic exercises and gameson modeling, aimed at developmentspatial thinking and imaginationAnd

creative abilities of children FORMS

Our task.Reinforce the idea of flatand volumetric geometric forms; direct inte-res on their comparison and analysis of similarities and differences; show shadows of volumetric bodies; create a search engine task: sculpt voluminous dough out of doughforms, looking at their schematic or incomplete image on a plane; propose to sculpt the volume -forms based on existing modules (combinedtoric, form analysis, mental construction);create conditions for experimenting with sculpted forms (transformation and transformationone form to another and vice versa); develop spacecreative thinking and imagination.

Material.Shapes made from dough andfigures (volumetric and relief); cut from flowersthick paper geometric shapes; drawings of geometric bodies.

Class options. Depending on the suppliednew didactic task, the teacher demonstrateschildren certain geometric shapes, reportsthe purpose of the exercise, explains the necessary conditions or rules.

vFashion three different balls that can bedifferent in size, color or bothsigns immediately. What can each be turned into?out of them and all together.

vMake three different circles. (How can this be done bark?)

vMake three different cubes. (What can you do?rotate each of them and all together?)

vMake three different squares.

vMake three different pyramids. (What can you transform each of them and all together?)

vMake three different triangles. (How can but do this?)

vSculpt several geometric bodies.

vMake several geometric shapes.

vFashion a house from several shapes.

vMake two similar chickens, but from different ones forms

Our task.Teach children to “read form” - to create images in their imagination based on unfinisheda new (or schematic) image and implementyour idea in sculpting.

Material.10 separate shapes - ball, disk, qi-lindr, cube, straight flagellum, “wave”, “lightning”, pi- ramida, cone.

Game option.The teacher offers the children to playto play the game. He takes turns showing the shapes, and the childrenfirst they figure out what it looks like, and then 2-3 images are sculpted according to the plan.We must strive to Each participant in the game offered his own version of Veta, named a new, interesting, unusual topic, ohwhich no one has said yet. When a new form is shownwe the game starts with the next child to haveeveryone had the opportunity to answer first. Along the waygames are encouraged and any initiative is supported tiva children.

NEW FIGURES

N our task.Teach children to create new patterns -tic images from several ready-made forms; develop imagination and associative thinking.

Material.Sets of different shapes sculptedfrom salt dough: ball,disk, cylinder, hemisphere, cone, pyramid, plate, cube, indefinite shape, etc. With complicatedIn the new version of the game you can offer severalforms of each type, varying in size.

Game option.The teacher distributes the kit to the children.you are in shape (possibly sculpted the day before by yourselfchildren) and offers to put together different interests -new figures. To do this, you need different forms of application.push each other so that something happensnew and interesting. New figures may betumblers, snowmen, houses, carts, flowers, chick-lanterns, lanterns, lamps and much more. Thisthe game, like the previous one, should preferably be played withspecial sets of forms to avoid the appearancetemplate images.

ASSEMBLE THE FIGURE FROM THE PICTURE

Our task.Teach children to analyze and reproduceproduce a diagram of the subject; sculpt based on a diagramintended image.

Material.Sets of sculpted parts: ci-linders, spheres, flagella, ovoids, pyramids, etc. (de-children can fashion the waist the day before, perhaps duringanother didactic game); pictures with diagramsfigures (airplane, girl, dog, tower, boat, giraffe, etc.), which are based on geometricsome forms similar to sculpted parts.

Game option.The teacher tells the children that they will assemble different shapes. Shows one ofpictures, for example a dog, and offers to collectthe same dog made from sculpted parts. Children co-create the proposed image and check whether it matcheswhether it is a given pattern. Then you can suggest anotheranother picture or distribute all the diagrams to the children so thatthey assembled pieces and exchanged parts.

A complication of the game can be collecting piecesfrom memory or replacing one part with another, suitablecabbage soup in this case.

Riddles and answers

Our task.Teach children to create an image as aa nasty riddle without visual reinforcement.

Material and tool. Riddle texts; salty dough; cardboard; boxes for relief modeling; stacks.

Game option.The teacher tells the children that thisfor an hour they will listen to riddles and guess their unusualin a different way - to sculpt answers from plasticine, notsaying the answer out loud. Take turns asking a riddle -ki and invites children to create riddles in the form of sculptedlined figures. Clarifies that you can sculpt as volume-both natural and relief images. Even better post-try to combine the answers into a common composition. InDuring one game you can offer 2-5 riddles.

The owner of the gold is on the field,

Serebryan's owner is from the field.

(Sun and month.)

The gates rose - there was beauty for the whole world.

(Rainbow.)

An eagle flies across the blue sky.

She spread her wings and caught the sun.

(Cloud)

And lumpy and nostrils,

Both soft and brittle - and the cutest of all.

(Bread)

A beautiful maiden sits in prison,

And the coma is on the street.

(Carrot)

Round, but not an onion, yellow, but not butter,

With a tail, but not a mouse.

(Turnip)

The golden sieve of black houses is full;

How many little black houses -

So many little white residents.

(Sunflower)

When to sleep, when to get up,

No legs, but I walk, no mouth, but I will say,

When to start things.

(Watch)

Didactic games and exercises used in working with children using natural materials, to develop their creativity

vFish swim in a stream (fish swim in a pond)

Tasks. Develop aesthetic perception, imagination, learn to analyze an image by color.

Rules of the game. Select fish of a suitable color (to match the color of a stream, pond, river), place images of the same color, but in different shades, from light to dark and from dark to light.

Build a beautiful pyramid

Tasks. Develop color perception.

Rules of the game. Assemble a pyramid by color: from dark to light shades or from light to dark, or alternate contrasting colors.

Lotto (vegetables, fruits, berries)

Tasks. Teach children to analyze images, correlate them, select identical ones (develop mental operations of comparison, likening, generalization). Fix the names of vegetables, fruits, flowers.

Rules of the game. Make a whole image from two halves.

Rainbow

Tasks. Activate children's experiences. Teach them to analyze object images, correlate them with real objects, highlight and name their color, correlate them with the colors of the rainbow and select identical ones, develop the imagination of children.

Rules of the game.Select subject pictures according to the colors of the rainbow.

Collect by color

Tasks.Develop the ability to distinguish colors, select colors in different directions. Teach children to make a whole from parts.

Rules of the game. Assemble this geometric figure from parts according to color, contrasting colors, beautifully create images of an object of your choice according to color.

Beautiful flowers bloomed in the meadow

Tasks. Develop imaginative thinking, imagination, aesthetic perception, discrimination of colors and shades, ability to select colors,diversifying the color scheme.

Rules of the game. Show the children flowers of a certain color range: in the clearing, flowers of warm colors, cold colors, and multi-colored flowers bloomed.

Tasks.Develop children's sensory, artistic and creative abilities, actions of comparison and likening.

Rules of the game. Place several cards of vegetables and fruits in front of the children. (There may be other items).

The student who comes to the board (whoever wants to be named - you can use a counting rhyme for this) describes the qualities of the object, and then names what it is like (or what is similar to it).

Game "Warm - Cold"
Tasks. On two large square-shaped sheets (20x20) two circles with a diameter of approximately 2-3 cm are glued in the middle: red (warm) and blue (cold).

Rules of the game. Invite children to come up with environmental objects of the same color and cut them out in duplicate. Children paste one copy of the image of the named objects onto large sheets of paper at the same distance from the middle, around it. The second copy of the image is pasted onto separate cards (handout cards for game participants).

Game "Dominoes "Animals"

Tasks. Learn to distinguish between wild and domestic animals, birds and beasts, develop your horizons and memory.

Rules of the game. Make a whole animal from two halves. Children make dominoes themselves from salted dough cut into squares (5x5 cm). They draw images of animals and birds on them.

Description of the presentation by individual slides:

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Slide description:

Game techniques in the productive activity of a preschooler GAPOU NSO "Cherepanovsky Pedagogical College" Specialty 44.02.01. Preschool education Completed by student of group 201 Galinsky K.S.

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The concept of “productive activity” covers several types of activities - drawing, modeling, appliqué - that are traditionally represented in children's lives and occupy a significant place in them.

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The organization of productive activity as a partnership with an adult is associated with a number of methodological issues relating to the frequency and frequency of work, the teacher’s style of behavior, etc. These issues can be explained as follows. It is advisable to define productive activity as work in a “workshop” (in which a group room is temporarily transformed) - in a specially organized space where things that are beautiful, interesting and necessary are purposefully created. The ambience and spirit of the “workshop” makes it possible to move away from the so-called “class” - a space of compulsory educational activities that requires a completely different style of behavior, both from children and adults.

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Game as a leading activity in organizing productive activities in PRESCHOOL EDUCATION

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There are generally accepted requirements that all preschool institutions must adhere to. The main types of children's activities in accordance with the Federal State Educational Standard of Preschool Education, the content of the preschool education educational program ensures the development of the personality, motivation and abilities of children in various types of activities representing certain areas of development and education of children (educational areas): - social and communicative development; - cognitive development; - speech development; - artistic and aesthetic development; physical development. In the conditions of implementation of the Federal State Educational Standard, it is indicated that children are taught through play, since play constitutes the main content of the life of a preschool child and is his activity.

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Pedagogical activities use a variety of techniques to increase children's interest in drawing classes. These are poems about the types and genres of fine art, fairy tales about artists, color mathematics, construction sets, stencils, quizzes, riddles, didactic games to reinforce concepts and skills; various imaging techniques; integrated classes. During group work classes, conversations about art are held. “Guess the picture” games are held periodically, during which preschoolers themselves come up with and guess riddles based on the pictures, thereby developing oral speech and memorizing special terms. When playing games, various cards, sets of reproductions, sets of cubes, stencils, and construction sets are used. Some manuals can be used in different groups and even in different subjects, for example, in labor classes (appliqué, modeling, etc.). Most often, gaming techniques are used for repetition and reinforcement.

Slide 9

Slide description:

Didactic games in fine arts classes Game “Color with two colors” (consolidating knowledge of primary and secondary colors). Fairy tale. “Unusual blue flowers grew on the lawn at night. And the stems are blue, and the leaves are blue, and the flowers are also blue. In the morning the Sun looked out, saw blue flowers and was surprised: “It doesn’t happen like that! We need to fix it." And it sent red and yellow rays down to the ground. They illuminated the flowers and the lawn turned out bright and beautiful. Tell me, what did the lawn look like? What happened to the flowers? (The flowers can be yellow and are colored blue at night. Additionally, flower drawings are included. 1). Next, it is proposed to do the same work with paints as the Sun did on sheets of paper.

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Game “Color Mathematics” (consolidating knowledge of color mixing). A set of multi-colored cards and answer cards for them for conducting a frontal survey on the topics “Warm and cold colors”, “Deaf and voiced colors”. The teacher shows cards of different colors, and the children pick up the corresponding card - T (warm color) or X (cool color); G (dull color) or Z (voice color).

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Constructor "Still Life". Each student is given a set of different objects cut out of cardboard. The student must create a still life from them on a piece of paper, then circle and color them. The game helps to consolidate knowledge about the construction of a composition and the arrangement of objects on a sheet.

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The traditional material with which applique work is performed - paper - is familiar to everyone from an early age. Getting to know it begins with the baby crushing it, tearing it and maybe even tasting it! When the child grows a little more, reaching the age of 2-4 years, he is taught to make applications from paper, thereby stimulating his sensory development and thinking. It is known that children learn new things best through play. Therefore, when teaching a child appliqué, it is important to use gaming techniques, such as joint development of the plot of the game, aimed at acquiring new skills. Thanks to the game, doing appliqué work becomes a conscious and interesting activity for the child.

Didactic game for artistic and aesthetic development in the senior group.

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FUNNY LETTERS Our task: Develop associative thinking, imagination, creative abilities.

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creative abilities of children FORMS

ASSEMBLE THE FIGURE FROM THE PICTURE

Riddles and answers

Didactic games and exercises used in working with children using natural materials, to develop their creativity

Tasks. Develop aesthetic perception, imagination, learn to analyze an image by color.

Rules of the game. Select fish of a suitable color (to match the color of a stream, pond, river), place images of the same color, but in different shades, from light to dark and from dark to light.

Build a beautiful pyramid

Tasks. Develop color perception.

Rules of the game. Assemble a pyramid by color: from dark to light shades or from light to dark, or alternate contrasting colors.

Lotto (vegetables, fruits, berries)

Tasks. Teach children to analyze images, correlate them, select identical ones (develop mental operations of comparison, likening, generalization). Fix the names of vegetables, fruits, flowers.

Rules of the game. Make a whole image from two halves.

Rainbow

Tasks. Activate children's experiences. Teach them to analyze object images, correlate them with real objects, highlight and name their color, correlate them with the colors of the rainbow and select identical ones, develop the imagination of children.

Rules of the game.Select subject pictures according to the colors of the rainbow.

Collect by color

Tasks.Develop the ability to distinguish colors, select colors in different directions. Teach children to make a whole from parts.

Rules of the game. Assemble this geometric figure from parts according to color, contrasting colors, beautifully create images of an object of your choice according to color.

Beautiful flowers bloomed in the meadow

Tasks. Develop imaginative thinking, imagination, aesthetic perception, discrimination of colors and shades, ability to select colors,diversifying the color scheme.

Rules of the game. Show the children flowers of a certain color range: in the clearing, flowers of warm colors, cold colors, and multi-colored flowers bloomed.

Tasks.Develop children's sensory, artistic and creative abilities, actions of comparison and likening.

Rules of the game. Place several cards of vegetables and fruits in front of the children. (There may be other items).

The student who comes to the board (whoever wants to be named - you can use a counting rhyme for this) describes the qualities of the object, and then names what it is like (or what is similar to it).

Tasks. On two large square-shaped sheets (20x20) two circles with a diameter of approximately 2-3 cm are glued in the middle: red (warm) and blue (cold).

Game "Dominoes "Animals"

Tasks. Learn to distinguish between wild and domestic animals, birds and beasts, develop your horizons and memory. Rules of the game. Make a whole animal from two halves. Children make dominoes themselves from salted dough cut into squares (5x5 cm). They draw images of animals and birds on them.

Tasks. Learn to distinguish between wild and domestic animals, birds and beasts, develop your horizons and memory.

Rules of the game. Make a whole animal from two halves. Children make dominoes themselves from salted dough cut into squares (5x5 cm). They draw images of animals and birds on them.

FUNNY LETTERS
Our task: Develop associative thinking, imagination, creative abilities.

Tasks. Learn to distinguish between wild and domestic animals, birds and beasts, develop your horizons and memory.

Rules of the game. Make a whole animal from two halves. Children make dominoes themselves from salted dough cut into squares (5x5 cm). They draw images of animals and birds on them.