Game techniques in the productive activity of a preschooler
Regional championship "Young professionals Novosibirsk region– 2018"
according to competence preschool education»
Competitive task "Development and conduct of a lesson with a subgroup of children using developing (didactic) materials or ICT equipment"
GAPOU NSO "Novosibirsk Pedagogical College No. 2"
MDK 02.03. Theoretical and methodological foundations organizing productive activities for children preschool age
Kirsanova Alexandra Valerievna, teacher of Methods of teaching productive activities for children, 1 qualification category
Sokolova Irina Yurievna, teacher of Methods of teaching productive activities for children, the highest qualification category
Theme: "Landscape"
Age: senior group (5-6 years).
Target: to consolidate children's ideas about the genre of fine art - landscape.
Tasks:
To consolidate the ideas of children about what elements the landscape consists of; about colors and their shades.
Develop the ability to compose a composition in the landscape genre, harmonize colors.
To cultivate a desire to work in a team, to express their point of view, to listen to the opinions of others.
To cultivate the ability to work, observing the rules of the didactic game in accordance with the verbal instruction of the teacher.
Expected results: they are able to compose a landscape composition from the proposed elements, display their impressions and ideas about the world around them.
The course of the fragment of the lesson:
Guys, in the last lesson we got acquainted with the concept of "landscape".
This became known in the country of fine arts. Brush, Palette with Paints and Album Sheet came to visit us today in order to find out whether we really know what a landscape is, what elements are depicted in it, whether we can compose a composition from them. And to find out, they prepared tasks for us. Are you ready to start doing them?
The first task was prepared for us by Brush.
Didactic task 1
didactic task. To consolidate the idea of \u200b\u200bchildren about what elements the landscape consists of.
game task. Look at how many different objects the Brush has drawn for us, and asks us to determine which of the presented elements belong to the landscape.
Game actions. In order to cope with the task, you need to drag images with landscape elements to the bottom of the working field. If you select the wrong element, it will return to its original place.
Game rule. Each of you in turn can transfer one picture to the bottom of the working field.
Result. Guys, let's take a close look at the images that we have chosen and formulate the concept of "landscape". (Landscape is a genre of fine art in which the main subject of the image is nature).
The next task for us was prepared by Palitra.
Guys, do you know what a palette is and why an artist needs it? (The artist mixes colors on the palette). Today Palette wants to check if you know what colors of paints you need to use in order to paint landscapes of different seasons.
Do you already know the answer? (Answers of children). Shall we start the task?
Didactic task 2
didactic task. To consolidate children's ideas about colors and their shades. To form a sense of color, color harmonies.
game task. Look closely at the desktop, what do you see on it? Indeed, this is an image of landscapes of different seasons. All the colors have fled from the palette and you need to return them to their places - to the pictures that were painted with their help.
Game action. You need to move the paints to the palette.
Game rule. Each of you, in turn, must transfer the color to the palette next to the landscape, name this color.
Result. Guys, what can we say about the colors of landscapes of different seasons? (Warm, cold, related, etc.).
Guys, do you remember who else prepared a task for us? Of course, this is the Album Sheet.
He loves when different pictures are depicted on him. All landscape sheets know the rules by which elements of the landscape are arranged.
And the Album Sheet today will check if you know the sequence of drawing a landscape.
Didactic task 3
didactic task. To fix children's ideas to the sequence of landscape execution, basic compositional techniques.
game task. From the presented elements to compose a landscape, observing technological sequence(order - what is located behind what - the plane of the earth, sky, elements of the background, elements of the foreground).
The need to use games in teaching preschool children is an undeniable truth. The fact that children easily learn "playfully" was noticed and proved by the great teacher K.D. Ushinsky, E.I. Tiheeva, E.N. Vodovozova. A great merit in the development of the problem belongs to E.A. Flyorina, N.A. Sakulina, R.I. Zhukovskaya, E.I. Radina, Z.M. Boguslavskaya and others.
In a number psychological research conducted under the guidance of A.N. Leontiev and A.V. Zaporozhets, it was found that such mental processes as sensation (G. V. Endovitskaya), perception (Z. M. Boguslavskaya), memory (L.I. Zinchenko), attention (Z. M. Istomina), imagination (G. D. Lukov), thinking processes (A. V. Zaporozhets, Z. V. Manuylenko, Ya. Z. Neverovich), proceed most successfully in the game. A.N. Leontiev points out that educational activity preschoolers should rely on the "non-educational context" of the activity, i.e. on the goals and motives of those activities that develop earlier.
Research by Z.M. Boguslavskaya, specially devoted to the study of the peculiarities of the teachings of preschool children, showed that interest, an active attitude to learning material It is most easily manifested in children under 5 years of age if this cognitive material is included in the game, practical or visual-productive activity. In this case, the motives of "concrete actions" arise. Moreover, game motives, as Z.M. Boguslavskaya, turned out to be more effective than the motives of any other practical productive activity.
All researchers explain the educational effect of the game due to the pronounced interest of children in the game. That is why the game can be used "... as a mechanism for translating the requirements of an adult into the needs of the child himself" (L. I. Bozhovich).
Playing at preschool age is one of the favorite activities of children. In the game, the child is bold, liberated, can relive the events that especially excited him. Such an experience of events is possible because an imaginary, imaginary situation is always present in the game. (situation "as if"). The child creates in the game.
The opportunity to develop creative abilities in preschoolers in the game and attracts the attention of the teacher to this type of activity of children, allows him to use game techniques in the classroom for fine arts. Educators, as a rule, are willing to use game techniques in their work, but experience great difficulties in developing them on their own. At first glance, it seems that it is not difficult to create such techniques, but in reality the implementation of such plans is monotonous; they mistakenly include any technique that evokes an emotional response in children: songs, nursery rhymes, the use of visualization, etc.
There may be several reasons for this phenomenon, but the most significant of them is the educator's ignorance of the features of game teaching methods. This is probably why, when developing and applying them, not the features of playing techniques are intuitively taken as the basis, but the emotional response of children to them as the most striking and relatively easily manifested result of such an impact.
What should the educator be guided by when inventing and applying game techniques? First of all, it is necessary to know their essential features, to be able to distinguish them from other teaching methods and techniques. This allows the educator to create truly game situations in the process of organizing children's artistic activities. In addition, when conducting games, children's knowledge of the environment, their interest in various phenomena of life are taken into account. The teacher can come up with a game that is really interesting for children. It is also important to know and take into account the playing experience of children, their ability to play. Finally, the educator needs to clearly imagine what specific tasks are solved in the classroom when using one or another game technique. Let's consider these conditions in more detail.
So, what are the specifics of gaming learning methods? Game teaching methods, like other pedagogical methods, are aimed at solving didactic problems and are associated with the organization of the game in the classroom. The game in the lesson is offered by the teacher, and in this it differs from the free game. The game in the classroom should be similar to a real game. Therefore, one of the signs of a game technique should be a game task.
The game task is the definition of the goal of the upcoming game actions by the teacher or children. For example, the teacher offers the children: "Let's build a house for the bear", "Let's invite Petrushka to visit", "Think about how you can help the bunny cross the river." Involving themselves in the proposed game situation, the children themselves set game tasks. In the process of using the game technique, the number of game tasks may increase. Thus, the development of the game plan takes place.
Sometimes the teacher at the beginning of the lesson is limited only to setting a game task ("Let's bake pancakes for the dolls"), and then continues the usual academic work. It turns out that the children were "promised" to play, but the game did not take place. This happened because in such a game technique the most important thing was missing - game actions through which any game is realized. Therefore, game actions are indispensable, one of the most important features of game learning methods. With their help, an interesting game task for children is solved. So, to help the bunny cross the river, the children make boats (application), "plant" bunnies in them, "float" along the river, "get out" ashore. Boats with "crooked sails" can capsize, "hares do not want to land" in them. Children "repair" such boats, etc.
It is important that children are active when performing play activities. This develops their creativity.
A necessary condition for the activity of children is a certain stock of knowledge, the presence of vivid impressions about this phenomenon. In these cases, the children are passionate about the events taking place in the classroom, come up with game actions and ways to perform them.
Under the conditions of game action, an imaginary (imaginary) situation "as if" (A. N. Leontiev). The meaning of the action corresponds to the real ("Light the lights on the Christmas tree" ...), and the operation that implements this action is performed in accordance with the available material (brush strokes and paints on paper). Under these conditions of discrepancy between the meaning of the action and the meaning of a particular operation, an imaginary situation is born.
Outer Action Expression (operations) can be represented in different ways: motor, practical action, reproducing the external pattern of the productive (simulated) actions (waves his arms like a bird with wings, etc.); pictorial action (rhythmic brush strokes - strokes depicting snowfall); onomatopoeia (I'm a driver, I'm taking a brick to a construction site ... b-b-b).
Thus, game techniques are ways of sharing (teacher and children) development of a plot-game plan by setting game tasks and performing appropriate game actions aimed at teaching and developing children.
It is necessary to say about the content of game tasks and game techniques. When inventing game techniques, teachers often focus only on children's interest in the game. Indeed, guys usually respond to any game impact. The opportunity to play in class is interesting. But often the interest of children is unstable, is of a momentary nature, as it is determined by the novelty of paraphernalia or the unusualness of the game situation itself.
This is most often manifested when using game techniques to motivate the task. For example, children are invited to complete a drawing, an application for some game characters. But because they quickly forget about these characters, get distracted in the process of work, show little interest in the results obtained, it is clear that the interest that has arisen in them is shallow and unstable. This is explained by the fact that in the experience of children there is information of interest to them, which helps to understand and accept the connection between the content of the image and the one for whom they are intended.
The interest of children, as a rule, is manifested in children's games. Accordingly, children have favorite toys, games, characters. Therefore, the content of the game and the use of game techniques often depend on the composition of the children in the group and their favorite toys.
In this regard, the following fact is interesting: educators often bring new toys to classes, believing that children will be more interested in them. And indeed, the guys are attracted by novelty. However, it turned out that the most effective play situations are possible with familiar, favorite toys, since they are associated with many experiences that arise in natural games. Children with interest perceive familiar characters in new unexpected situations proposed by adults. The combination of the familiar with the new causes a more stable and deeper interest, a desire to get the job done.
The regular use of game techniques without taking into account the knowledge of children leads to a loss of interest in such activities, and causes a feeling of dissatisfaction and uselessness of game techniques in teaching among educators. Therefore, when thinking over the content of gaming techniques, you need to use the experience of the children in your group, obtained in different classes, in games, household and labor activity, situations that took place in this team, and in individual work - and the experience of a particular child.
When developing and applying game techniques, the level of play of children of a given group is also taken into account. age group, and game motives, i.e. the nature of those phenomena, events that are of interest to children of this age and which they seek to "experience" in the game. For the youngest children, this is a world of various objects and actions with them, for older children - people and their actions with objects, and then interaction, mutual understanding of people. Focusing on the main drivers of the game on this stage development of children, the educator comes up with appropriate game techniques, game tasks and actions. In working with babies, a technique that includes playing actions with a toy is more effective. (rolls a sculpted car), with older children - the performance of a particular role and appropriate actions (as a driver, he transports passengers by car, makes stops and announces their names, communicates with passengers, etc.).
Invented interesting game actions should be accessible to children by the way they are performed. Game tasks can be presented in the form of detailed actions (imitation movements) or more generalized movements (gesture, word). If for some reason their implementation is not available to the child, then his imagination will not be awakened, i.e. creative elements will be absent, although outwardly the child may look both attentive and interested.
If children are more interested in the relationship of people, then the ways of playing actions can be more generalized, conditional, expressed by gesture and even indicated only by a word. Therefore, games often use such a game technique as a dialogue of game characters among themselves, with children, and a teacher.
The use of game techniques also depends on the material used by the teacher. Depending on the children's playing skills, the teacher offers them volumetric and planar objects, toys, substitute objects or imaginary objects.
When developing game techniques, it is important to think not only about the content, compliance with their logic and the meaning of real life situations, but also about the logic of game actions. Otherwise, these methods are far-fetched, unnatural. The game technique will be the more interesting and effective, the more varied the content of the game actions. Good knowledge by the educator of the content of the reflected phenomena, the possible logic of the development of co-existence is important for quickly inventing a variety of game tasks, corresponding game actions and is the basis for the game improvisation that is extremely necessary for the teacher in class conditions. This is sometimes required by the unforeseen development of the drawing, by the unexpected quality of children's work.
It is necessary that the educator himself emotionally and interestedly (as children) reacted to what was happening, showing a wide variety of feelings: surprise, admiration, joy or sympathy, chagrin, sadness (according to the content of the depicted situation). At the same time, one should remember about the sense of proportion in their manifestation, a reasonable combination of gaming and business relations, a smooth, imperceptible transition from the game to direct learning and vice versa, that is, a culture of expressing feelings is necessary.
The educator should remember that he uses the game in the classroom not for the sake of entertainment, but for the purpose of directing artistic activity, so that the learning process is joyful, contributes to the development of feelings, imagination, and creativity. Therefore, game teaching methods should be aimed at solving specific tasks of the lesson and correspond to these tasks. Game techniques should not be complicated due to unnecessary paraphernalia and game actions. The teacher must be clear didactic tasks, possibilities and ways to solve them in the conditions of the applied game situation, only in this case the latter acts as effective reception learning.
What game techniques can be used in the management of visual activity?
Game techniques are chosen by the teacher, taking into account the peculiarities of children's play, the logic of its development, on the one hand, and the characteristics of visual activity, on the other. Only in this case the leadership will be painless and effective. This is especially necessary when directing creative activity, the impact on which should be as imperceptible to the child as possible, careful in the sense of preserving children's feelings and moods.
All game techniques can be conditionally divided into two large groups:
- plot-game situations by the type of director's games;
- story-play situations with role-playing behavior of children and adults.
Let us first consider how game techniques are differentiated by the nature of the game material.
Plot-game situations, like director's games, are unfolding about a toy, any objects, waste material and other volumetric or planar objects. The child and the educator act with them, as in director's games. Other game situations of this type unfold in connection with the drawing (the drawn image is more conditional, and the possibilities of active action with it are more limited). Children and the educator act simultaneously in both cases as screenwriters, and as directors, and as actors.
Reception of beating objects or toys (volumetric and planar), panorama paintings, natural and waste material is very common. You can even beat visual material (brushes, paints, pencils, etc.). After all, with a brush, pencils, you can consult, talk, teach them to draw (“run” along a flat path, “ride” down a hill, “jump” like a bunny, “walk like a bear, etc.).
In the process of using this technique, the teacher sets game tasks for the children, encourages them to accept them and to set them on their own. Game actions can be very diverse in content and method of execution: find out what happened (conversation, dialogue); regret, stroke, "sprinkle grains" (gesture); imitation of movement with a toy.
The method of playing with toys and objects is accepted by children, as it takes into account the child's inherent interest in objects and actions with them.
Using this technique, it is possible to take into account the gradually changing interests of children, which become more complicated with age and development. These are the interests that underlie natural games: to a person, his actions (mother, grandmother, doctor, etc.); fairy-tale characters, popular cartoon characters and their actions; to communicate with your favorite images, heroes.
Therefore, such an approach (playing toys) may well be used in work with the oldest preschoolers. It should be remembered that while maintaining interest in the toy (subject) among older preschoolers, interest in communication between people, their interaction with each other, prevails. This must be taken into account when tearing toys (subject).
What tasks of visual activity management can be solved with the help of this technique (playing toys)?
As a rule, such a technique is used immediately before the start of the lesson or in the first part of it during a conversation aimed at forming an idea for a future drawing. (applications). Playing with toys (items) helps to draw attention to the depicted objects; motivate, justify the task, interest in the upcoming work; explain image techniques; consider, examine the depicted object.
Another technique is to play around with the image. Depending on whether a finished or still unfinished image is being played, one should distinguish between playing a finished (already completed) images and plot-graphic game with unfinished (created) image.
What is the technique of beating the finished (completed) Images?
As a rule, this technique is applied at the end of the drawing. The resulting image is used in this case as a kind of game item.
Thus, the content of game actions is determined by the content of actions performed with this object in real life. And the ways of performing these actions can be different, to a greater extent they depend on whether the image is three-dimensional or planar. For example, if a movement pattern is reproduced, the teacher picks up a craft made by children and reproduces the rhythm, the trajectory of movement (the bunny is jumping, the plane is flying). The drawing can be beaten with the help of toys. For example, a bunny jumped into a painted meadow with grass and flowers, trying delicious juicy grass; the bee sits on beautiful flowers, which were drawn by children, etc. With the help of speech, dialogues, the relationship between the depicted characters is conveyed. Sometimes game actions are outwardly expressed only in words. For example, the children drew an autumn park. The teacher suggests that they go for a walk along the paths, sit in a clearing, listen to birds, hide behind a bush, etc.
When using this technique, it is very important for an adult to think, focusing on the children's gaming experience, which ways of performing an action are more interesting and accessible to children. It will be useful for kids to watch how a runaway bunny appears on the grass drawn by them, how it runs along the grass, tries the most juicy, green, dense; upset if the grass is sparse (it didn’t rain, it didn’t grow well); hiding in the grass, etc. small children enjoy playing with their drawings after class, using small toys. The oldest children can "travel" on a magical ship, moving to different seasons and even to other planets.
A specially organized playing of children's work allows the teacher to analyze and evaluate them in a lively, convincing and interesting way. At the same time, it is extremely important that game actions not only arouse interest in the product of activity, but also reveal its advantages and weaknesses, help to reveal the reasons for failures and successes. Even the smallest children understand why the gingerbread man "rolled down" from the drawn path and got lost in the forest - the path turned out to be a curve. With such an analysis, none of the children is offended, moreover, they not only understand that they did not succeed, but willingly repeat the image, correcting the mistake.
The teacher can also use such a technique as playing out the unfinished (still being created) Images. It can be called a plot-pictorial game. This technique is aimed at guiding the image process, and therefore it seems to accompany it. The educator sets the following tasks: game analysis of the created image, further development the idea of children, stimulating the pictorial way of its implementation.
The ways of performing the game action in this case are varied. They can be expressed in words. The process of using this technique is, in essence, setting up various game tasks for children, encouraging them to accept them and independently set new ones. As a result, there is a partly joint, partly independent development of the plot-game design. The game technique stimulates not only the improvement of the idea, but also the implementation of its specific, visual means. Thus, visual creativity is stimulated.
Therefore, an essential feature of this technique is the coincidence of a number of game actions with the visual ones proper, the latter being given a game character.
Depending on the complexity of the created image, game exercises differ, story game with a subject image, figuratively-playful staging of the plot. The children's acceptance of the game exercise is due to their interest in the content of the reflected action, as well as in the rhythmic repetitions of movements. This technique can be used to exercise children in individual visual actions in order to form visual skills. For example, children "sew" beads on the dress, round and oval; "put" on the plate cucumbers, large and small; "fasten" the buttons on the dress and blouse.
In game exercises, the external pattern of visual-playing action in rhythm, direction often coincides with the pattern of productive (pictured) actions: snow is falling, a bunny is jumping, streams are flowing, etc.
In cases where a more complex image of the subject is performed (not plot), the plot-graphic game acquires a detailed character, and the created drawing (application) as if included in an imaginary game plot unfolding about the drawing being performed.
The teacher offers game tasks, the solution of which allows the child to enrich the idea, to make the image more expressive. Fascinated by the game, the child himself sets new game tasks, solving them in a pictorial way. The process of such a joint playing of the image, associated with its analysis, is aimed at identifying the capabilities of children.
When performing a plot drawing (applications) the game technique stimulates the embodiment of the plot mainly through visual and game actions. For example, children, drawing on the theme "Park", "plant" trees, flowers, "lay" paths; grass "grows" in the park, birds "fly" there.
In the management of visual activity, it is possible to use another group of game techniques with role-playing behavior of children and adults. Children are offered the role of artists, photographers, builders, sellers, buyers; younger children - the role of bunnies, bears, etc. any technique in which children, adults act in one role or another (bunnies, birds, wizards, etc.) belongs to this group.
The selection of a game technique with elements of role-playing behavior is due to the peculiarities of the development of the game. However, in one role or another, the child is attracted to various actions of a person. (playable character), or relationships. Depending on this, the content of the game reception is also built. Taking into account the knowledge of children, their interests, preferences, the level of play in the group, the teacher develops these game techniques.
First, the teacher arouses the children's interest in the role, the desire to accept it. On the eve of the lesson, older children can be shown a set for dolls, from which the kids have lost some of the dishes. Now they quarrel when they play: they want to play with the dishes, but there is not enough for everyone. The teacher invites preschoolers to think about how to help the kids. After an independent or prompted decision to fashion dishes, children can be invited to play masters. In the process of work, the masters can consult with each other and look at the work of others, if necessary. The educator, leading the process, can sometimes take on the role of the chief master and, on his behalf, advise, evaluate, and help the children. At the craft exhibition at the end of the class, craftsmen talk about their dishes, evaluate the crafts of other children, decide who they would like to learn from, and so on.
The fulfillment by children of educational and creative tasks, the requirements set by the teacher is an indispensable condition for achieving the gaming goals adopted by them.
All of the above techniques combine the main features of the game and the originality of children's visual activity. As a result, they are close and understandable to children, do not violate the naturalness of the visual process. In the real learning process, all types of game techniques are used in various combinations.
Didactic games for preschoolers
Didactic games in the classroom for creative activities in kindergarten "
Matveeva Evgenia Aleksandrovna, educator of MDOU - kindergarten No. 16 "Baby", Serpukhov, M.O.Sometimes it is very difficult to explain some material to a child. And of course it is even more difficult to explain it so that he remembers it. And here didactic games come to the aid of the educator. They are applied in educational process from the very beginning of teaching a child to draw. I bring to your attention examples of such games that I use in my work.
1. The game "Colored baskets"
The first game is used with the youngest children and is called Color Baskets.
Purpose of the game: the game is aimed at learning colors by children 2.5-3.5 years old, memorizing the names of primary colors, developing the speech skills of preschoolers, developing observation, memory.
Game progress: children are invited to collect confused objects in baskets, the child draws any card, but he must put it in a basket of the same color, while loudly calling out the color and object that he has chosen.
2. Game "Seabed"
Purpose of the game: skill development artistic composition, speech development, logical thinking, memory.
A very common game that can be used not only in art, but also in other educational areas. Children are shown sea bottom(empty), and I must say that all the marine inhabitants wanted to play Hide and Seek with us, and in order to find them, you need to guess riddles about them. The one who guessed it hangs the inhabitant on the background. It turns out the finished composition. The teacher motivates children to visual activity. (Good to use with medium and senior groups). In the same way, you can study other topics with children. 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, compositional vision.
3. The game "Painted horses"
When consolidating knowledge folk paintings or when monitoring in senior and preparatory groups you can use this simple game.
Purpose: to consolidate knowledge of the main motives 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.
Game progress: 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.
4. The game "Magic landscape"
One of the most difficult topics this is, of course, the study of perspective in a landscape - distant objects seem smaller, near ones more. For this, it is also more convenient to use the game.
The purpose of the game: to teach children to see and convey the properties of spatial perspective in drawings, to develop an eye, memory, and compositional skills.
Game progress: The child needs to arrange trees and houses in pockets in size, in accordance with their prospective remoteness. (preparatory group).
5
Game "Assemble the landscape"
Using the landscape as an example, it is also convenient to develop a sense of composition, knowledge of the phenomena of the surrounding nature. For this, it is convenient to use this didactic game.
Purpose of the game: to form compositional thinking skills, to consolidate knowledge seasonal changes in nature, to consolidate knowledge of the concept of "landscape", to develop observation, memory.
Game progress: the child is invited to compose a landscape of a certain season (winter, spring, autumn or winter) from a set of printed pictures, the child must select objects that correspond to this particular season and, using their knowledge, build the correct composition.
6. The game "Spread out and count nesting dolls"
Purpose of the game: to consolidate knowledge about the Russian nesting doll, to develop the ability to distinguish this type of creativity from others, to develop skills ordinal account, eye gauge, reaction rate.
Game progress: Leaflets with drawn silhouettes of nesting dolls hang on the board, three children are called and they must quickly decompose nesting dolls into cells and count them.
7. The game "Matryoshkin sundress"
The purpose of the game: to develop compositional skills, to consolidate children's knowledge about the main elements of painting Russian nesting dolls, to consolidate knowledge of Russian national clothes.
Game progress: There are silhouettes of three nesting dolls drawn on the board, the teacher calls three children in turn, they each choose to dress their nesting doll.
Each of these games can be drawn by yourself or made using a computer and a color printer.
Collection of didactic games
The collection contains didactic games for working with preschool children in the arts and artistic labor.
Addressed to teachers additional education artistic and applied orientation, kindergarten teachers.
Introduction ……………………………………………………………….. 4
Didactic games
for drawing lessons …………………………….………………… 5
Didactic games
for modeling …………………………………………………....... 6
Didactic games
for application practice ……………………………………………. 7
Introduction
As you know, the game is the main activity of preschool children, it has great importance For intellectual development child, to clarify his knowledge of the environment. The game, like no other activity, due to its specificity, provides children's activity, amateur performance. It is in the game that they manifest and develop different sides his personality, many intellectual and emotional needs are satisfied, character is formed. Game tasks have a positive effect on the development of ingenuity, resourcefulness, ingenuity, and develop the creative abilities of children.
The collection contains didactic games that can be used in visual arts and art work with children 5-7 years old.
For ease of use, all games are divided into activities: drawing, modeling, applications. Didactic games used in drawing classes are aimed at consolidating knowledge about color and its shades, developing children's imagination. The games used in modeling classes help to consolidate children's ideas about flat and voluminous geometric shapes, develop the creative imagination of children, fine motor skills hands, activate the search activity of the child. Performing game tasks with paper, children consolidate the ability to cut out various geometric shapes from paper, compose a composition according to a plan, develop imagination, and creative abilities.
This collection will be of interest to teachers of additional education of arts and crafts, kindergarten teachers.
Didactic games for drawing
"All colors around us"
Tasks: consolidate knowledge about color and its shades; exercise in finding a given color or shade in surrounding objects.
The leader of such a game can be a teacher or children.
This game can be used as dynamic pause in class.
Game progress: the driver names a color, and the participants in the game find an object of that color.
"Choose a color and shade"
Tasks: to consolidate the idea of \u200b\u200bthe color and shades of familiar vegetables and fruits; exercise in the use of the names of shades of color: dark red, light green, etc.
Game progress: the teacher shows a vegetable or fruit and asks to name its color or shade.
"Warm and cold colors"
Purpose: to consolidate knowledge about warm and cold colors
Game progress:
1st option: distribute cards with warm and cold colors to children, ask those who have cards with warm colors and those who have cold.
2nd option: choose two guys - captains who recruit a team, one is chosen by guys with cards of warm colors, and the second with cards of cold colors.
“Draw the object using the given shape »
Purpose: to develop the imagination of children
Game progress:
Distribute sheets of paper, on each of which a circle with a radius of 4 cm is drawn. Children in the lesson work with simple and colored pencils.
The teacher says: “Guys, today a guest came to our lesson. Are you ready to play?" Chippolino: “Guys, now I will show you my drawing - this circle. Try to guess what I wanted to draw with this circle, and draw it on your sheets. Only you can not increase and decrease the circle, change its shape. Children draw a circle. Chippolino in the hands of the teacher (the teacher walks between the rows) looks through the work. Not everyone immediately guesses how to depict an object using a ready-made circle shape, there are mistakes. And then Chippolino casually points to them, helps to redo the work. When the drawings are almost ready, he sums up: “Absolutely, that’s all I wanted to draw!” The drawings are so different. Chippolino adds: "I'm just so cunning, one lap is not enough for me."
At the end of class, he helps arrange an exhibition of children's work.
Didactic games for modeling
"Sculpting Shapes"
Purpose: to convey the shape of the selected animal, respecting the proportions; sculpt a figurine of an animal (bunny, dog, kitten).
Game progress:
Riddles to be guessed:
Sitting in the yard
The house guards
Who goes to the owner
She let you know
Children guess, the teacher puts out a dog toy and asks: “How did you guess?” Children explain (in riddle words).
Furry, mustachioed,
There will begin - he sings songs.
(Kitty)
Similar work is being done.
small, white,
Jump through the woods!
On the snow - poke, poke!
It turns out how the guys knew that it was a bunny.
"Who is who or what is what"
Tasks: to activate the search activity of the child, to improve the ability to sculpt objects from plasticine different shapes.
Game progress: the guys are invited to conceive and sculpt two different images so that you can guess who is who (for example, a bug and a caterpillar) or what is what (for example, an apple and a banana). The author of the works shows them to the children, and they guess who or what is in front of them.
Didactic game "Forms"
Tasks: to consolidate the idea of flat and three-dimensional geometric shapes. Create a search situation: mold three-dimensional shapes from plasticine, looking at a schematic or incomplete image on a plane.
Game options: the teacher offers children to fashion:
Three different ball, which can be different in size, color, or in two ways at once. What can be turned into each of them and all together.
Sculpt three different circles. (How can this be done?)
Sculpt three different cubes. (What can be turned into each of them and all together?).
Sculpt three different squares.
Sculpt three different pyramids. (What can be turned into each of them and all together?).
Sculpt three different triangles. (How can this be done?)
fashion a few geometric bodies.
fashion a few geometric shapes.
Sculpt a house from several shapes.
Sculpt a ladder.
"Plasticine painting"
Tasks: to develop the creative imagination of children, a sense of color, fine motor skills of the hand.
Game progress: the guys are invited to mix 2 - 3 pieces of plasticine different color, until bizarre divorces and spots are obtained and fashion a vase, planter or sculpture from the resulting mass.
"Playground"
Tasks: to develop the creative imagination of children, fine motor skills of the hand.
Game progress: the teacher shows the children an image of the playground on which there are swings and a slide, asks the children to think about what else can be placed on playground, then offers to fashion his playground where he would like to play.
Didactic games for applique lessons
"Harvest"
Tasks: to form the ability to select the color and shape of the blank in accordance with the selected fruit.
Game progress: children cut out vegetables and fruits from colored paper, and then they harvest the crops in baskets attached to the board: vegetables are placed in the first basket, fruits in the second.
"Decorate the Mittens"
Tasks: develop imagination, the ability to compose a composition according to plan.
Game progress: the teacher invites the children to decorate mittens cut out of colored cardboard. Children come up with a pattern, cut out pattern elements from colored stripes (circles, stripes, various shapes), place the pattern in the middle of the silhouette, along the edge, stick all the details.
"Continue Pattern"
Tasks: to form the ability to observe symmetry and rhythm, to develop creative abilities, independence.
Game progress: each player receives color card with a half of the pattern and lays out the missing part of the pattern from colored elements, exactly repeating their location, color and shape.
"Unusual Zoo"
Tasks: to consolidate the ability to cut circles from squares, to develop the creative imagination of children.
Game progress: the teacher offers to make a trip to a fairyland where unusual animals live, consisting of circles and semicircles: they have a torso, head, ears and even a round or semicircular tail. Children cut out different size circles from pre-prepared squares and make up an image of an animal from them. From the obtained images of animals to make an exhibition "Unusual zoo".
"Man on the move"
Purpose: to develop the creative imagination of children
Game progress: the teacher gives information about the main proportions of the human figure, then places a magic square on the board, consisting of several rectangles. Then, placing the rectangular parts of the square on the board, the teacher gives an idea of the main proportions of the human figure: the size of the torso with the head is equal to the length of the legs, the knee divides the leg in half, the length of the arms is equal to the length of the legs, etc. children are invited to depict a human figure in motion using the "magic square".
Lutai Marina Igorevna
Didactic game on artistic and aesthetic development for preschoolers 5-7 years old "Decorate the service"
Game description:
The didactic game on artistic and aesthetic development "Decorate the service" is complex, consists of several options that allow it to be used with children of different levels of development, as well as to maintain long-term motivation of children for this game.
Children's age: The game is intended for children from 5 to 7 years old.
Purpose of the game: introduction to the fine arts; development of aesthetic perception, figurative representation, creative imagination, artistic taste and sense of harmony; promoting the development of independence and creative activity of children; a call to a joyful mood, an emotionally positive state.
Tasks:
- to expand the cognitive abilities of children in the design of a tea set;
- develop the ability to find dishes for each individual set;
- decorate items according to the model;
- enrich children's ideas about the variety of ways to decorate;
- to encourage inventing new types of decorations for dishes;
Initiate independent choice children of artistic images and composition options;
- develop the ability to decorate the service, taking into account the chosen style and plot;
- to form an interest in drawing and experience in artistic activity based on mastering the "language of art" and general manual skill.
Materials:
- cards with the image of a tea service;
- separate pictures with a teapot, sugar bowl, saucers and cups from the same sets;
- pictures with a silhouette of dishes from a tea set;
- various decorations cut out of paper and fabric (flowers, mugs, squares, butterflies, bows, and so on).
- scissors, colored paper or cardboard, fabric for self-creation decor elements;
- Chips for correct answers.
Game progress:
1 game option:
Children look at pictures of tea sets that have different style decorations and plot (with flowers, with peas, with animals). Children are invited to name the dishes that are part of the tea set (cup, saucer, teapot, sugar bowl). Then the teacher asks to highlight the main features of each set (by color, plot, size, location of the image). For correct answers, children receive a token. Whoever has the most by the end of the game wins.
The purpose of the game: to get acquainted with the concept of a service, to determine the signs of its classification, to highlight the artistic and aesthetic features of the design of dishes from the same service.
2 game options:
Items from different tea sets are laid out in front of the children. All items are mixed and lie in a common mass in the center of the table. Children independently select items for the same sets, while explaining their actions. The teacher asks some children to talk about their service.
Purpose of the game: development of the ability to classify objects according to artistic and aesthetic design; development of mental operations of analysis, comparison and generalization; improving the ability to reason, prove, justify their decisions.
3 game options:
Children decorate the silhouette of dishes according to the proposed samples, using finished jewelry.
Purpose of the game: to develop the ability to design a tea set according to the model.
In this version of the game, children gradually begin to develop their imagination by changing the design of objects according to own will(changing color scheme, arrangement of decorative elements).
4 game options:
Children decorate a tea set, lay out an ornament according to their own design, creating original design solutions.
Purpose of the game: development of creative imagination in decorating objects; consolidation of knowledge that in one set the dishes should be similar in plot and style.
5 game options:
Children independently create decorative elements for their service and decorate it.
Purpose of the game: development of imagination in creating jewelry and using them to decorate objects; continuation of the consolidation of knowledge that in one set the dishes should be similar in plot and style.
Methodological value of the game: The developed didactic game "Decorate the service" corresponds to the Federal State Educational Standard. She in gaming activity develops the creative potential of the child, figurative and associative thinking, independence and creative activity. Its relevance lies in the fact that, in accordance with the GEF preschool education in the presented game, the main tasks of the artistic and aesthetic development of children are solved: the development of the prerequisites for value-semantic perception and understanding of works of fine art; becoming aesthetic attitude to the surrounding world; implementation of independent creative activity children (fine, constructive-model). In the game, one can also distinguish the main directions of the artistic and aesthetic development of the Federal State Educational Standard for Education: familiarization with art; pictorial and constructive-modular activity.
The game "Decorate the service" uses a variety of means of implementing the educational area "Artistic and aesthetic development":
- organization of the atmosphere of creativity and motivation of the game;
- age-appropriate types of artistic and creative activities;
- taking into account the individual characteristics of children;
- careful attitude to the process and result of children's activities.
Thus, the game contributes to the relationship of artistic and productive activity with other types of children's creative activity (play and design).
With the help of the didactic game "Decorate the Service", children first of all learn to draw. It develops creativity in children, which is so necessary in life.
