Each game has its own playing conditions – children, dolls, other toys and objects participating in it. Playing in Jr. school age, basically, consists of monotonously repeated actions reminiscent of manipulations with objects.
For example , a three-year-old child, rearranging objects, arranging them by size or shape, he explains that he plays “with blocks,” “so simple.” He can then play "cooking dinner" alone, manipulating the plates and cubes. If the game conditions include another person (a doll or a child) and thereby lead to the appearance of a corresponding image, the manipulations have a certain meaning. The child plays with preparing lunch, even if he later forgets to feed it to the doll sitting next to him.
Plot - that sphere of reality that is reflected in the game. At first, the child is limited to the family and therefore his games are connected mainly with family and everyday problems. Then, as he masters new areas of life, he begins to use more complex plots - industrial, military, etc. The forms of games based on old stories, say, “mother-daughter” games, are also becoming more diverse. In addition, the game with the same plot gradually becomes more stable and longer. If at 3-4 years old a child can devote only 10-15 minutes to it, and then he needs to switch to something else, then at 4-5 years old one game can already last 40-50 minutes! Older preschoolers are able to play the same thing for several hours in a row, and some games last for several days.
Those moments in the activities and relationships of adults that are reproduced by the child constitute content games. Younger preschoolers imitate objective activities - cutting bread, grating carrots, washing dishes. They are absorbed in the process of performing actions and sometimes forget about the result - why and for whom they did it. The actions of different children are not consistent with each other, duplication and sudden changes of roles during the game are not excluded. For middle preschoolers, the main thing is the relationships between people; they perform play actions not for the sake of the actions themselves, but for the sake of the relationships behind them. Therefore, a 5-year-old child will never forget to place the “sliced” bread in front of the dolls and will never confuse the sequence of actions - first lunch, then washing the dishes, and not vice versa. Parallel roles are also excluded, for example, the same bear will not be examined by two doctors at the same time, two drivers will not drive the same train. Children included in the general system of relationships distribute roles among themselves before the game begins. For older preschoolers, it is important to obey the rules arising from the role, and the correctness of these rules is strictly controlled by them.
Game actions gradually lose their original meaning. Actual objective actions are reduced and generalized, and sometimes completely replaced by speech (“Well, I washed their hands. Let’s sit down at the table!”).
The plot and content of the game are embodied in roles . Rdevelopment of game actions, roles and rules of the game occurs throughout preschool childhood along the following lines: from games with an extensive system of actions and roles and rules hidden behind them - to games with a collapsed system of actions, with clearly defined roles, but hidden rules - and, finally, to games with open rules and hidden rules roles behind them. For older preschoolers, role-playing merges with games according to the rules.
So the game changes and reaches the end preschool age high level of development. There are 2 main phases or stages in the development of the game. The first stage (3-5 years) is characterized by the reproduction of logic real action of people; The content of the game is objective actions. At the second stage (5-7 years), real relationships between people are modeled, and the content of the game becomes social relationships, the social meaning of an adult’s activity.
Play is the leading activity in preschool age; it has a significant impact on the child’s development. First of all, in play, children learn to fully communication together. Younger preschoolers do not yet know how to truly communicate with peers.
Example : This is how the game of railroad is played in the younger group of kindergarten. The teacher helps the children make a long row of chairs, and the passengers take their seats. Two boys who wanted to be a driver sit on the outermost chairs in a row, honk, puff and “drive” the train to differentWithtorons. This situation does not confuse either drivers or passengers and does not make them want to discuss anything. According to D.B. Elkonina, younger preschoolers “play side by side, not together.”
Gradually, communication between children becomes more intense and productive.
Example : a dialogue between two 4-year-old girls, in which a clear goal and successful ways to achieve it are traced.
Liz: “Let’s pretend it’s my car.”
Jane: "No."
Liz: “Let’s pretend this will be our car.”
Jane: "Okay."
Liz: “Can I go for a ride in our car?”
Jane: “You can” (smiling, gets out of the car).
Liz turns the steering wheel and imitates the noise of the engine.
In middle and older preschool age, children, despite their inherent egocentrism, negotiate with each other, pre-distributing roles, as well as during the game itself. A meaningful discussion of issues related to roles and control over the implementation of the rules of the game becomes possible due to the inclusion of children in a common, emotionally rich activity for them.
If for some serious reason the joint game breaks down, the communication process also breaks down. Example . In an experiment by Kurt Lewin, a group of preschool children were brought into a room with “incomplete” toys (the telephone did not have enough handset, there was no swimming pool for the boat, etc.). Despite these shortcomings, the children played with pleasure and communicated with each other.
The second day was the day of frustration [frustration is a state caused by insurmountable difficulties encountered on the way to achieving a goal]. When the children entered the same room, the door to the next room was open, where there were full sets of toys. Opened door was covered with a net. With an attractive and unattainable goal before their eyes, the children scattered around the room. Someone was shaking the net, someone was lying on the floor, contemplating the ceiling, many were angrily throwing away old, no longer needed toys. In a state of frustration, both play activities and children’s communication with each other collapsed.
The game contributes to the development of not only communication with peers, but also arbitrary behavior child. The mechanism for controlling one’s behavior—obedience to the rules—develops precisely in the game, and then manifests itself in other types of activities. Arbitrariness presupposes the presence of a pattern of behavior that the child follows and control. In the game, the model is not moral standards or other requirements of adults, but the image of another person whose behavior the child copies. Self-control only appears towards the end of preschool age, so initially the child needs external control - from his playmates. Children control each other first, and then each of themselves. External control gradually falls out of the process of behavior management, and the image begins to regulate the child’s behavior directly.
The transfer of the mechanism of arbitrariness that is formed in the game to other non-game situations during this period is still difficult. What is relatively easy for a child to do in play is much worse when given the appropriate demands from adults. For example While playing, a preschooler can stand in a sentinel position for a long time, but it is difficult for him to complete a similar task to stand straight and not move, given by the experimenter. Although the game contains all the main components of voluntary behavior, control over the execution of game actions cannot be completely conscious: the game has a strong affective connotation. However, by the age of 7, the child begins to focus more and more on norms and rules; the images regulating his behavior become more generalized (as opposed to the image of a specific character in the game). With the most favorable development options for children, by the time they enter school they are able to manage their behavior as a whole, and not just individual actions.
The game develops motivational-need sphere child. New motives for activity and goals associated with them arise. But not only the range of motives is expanding. Already in the previous transitional period - at 3 years old - the child developed motives that went beyond the immediate situation given to him, conditioned by the development of his relationships with adults. Now, in a game with peers, it is easier for him to renounce his fleeting desires. His behavior is controlled by other children, he is obliged to follow certain rules arising from his role, and has no right either to change the general pattern of the role or to be distracted from the game by something extraneous. The emerging arbitrariness of behavior facilitates the transition from motives that have the form of affectively colored immediate desires to motives-intentions that stand on the verge of consciousness.
In a developed role-playing game with its intricate plots and complex roles, creating enough wide open space for improvisation, children develop creative imagination. The game contributes to the development random memory in it overcome so-called cognitive egocentrism.
Example : To explain the latter, let us use the example of J. Piaget. He modified the well-known “three brothers” problem from tests by A. Binet (Ernest has three brothers - Paul, Henri, Charles. How many brothers does Paul have? Henri? Charles?). J. Piaget asked a preschool child: “Do you have brothers?” “Yes, Arthur,” answered the boy. - “Does he have a brother?” - "No". - “How many brothers do you have in your family?” - “Two.” - "You have a brother?" - "One". - “Does he have brothers?” - "No". - “Are you his brother?” - "Yes". - “Then he has a brother?” - "No".
As can be seen from this dialogue, the child cannot take a different position, in this case, accept the point of view of his brother. But if the same task is played out with the help of dolls, he comes to the right conclusions.
In general, the child’s position in the game radically changes. While playing, he acquires the ability to change one position to another, coordinate different points of view. Thanks to the decentration that occurs in role-playing play, the path is opened to the formation of new intellectual operations - but already at the next age stage.
Play is a criterion for the normal development of a child; you can learn a lot about him by how he plays. Play is also important for emotional development children. It helps to cope with fears generated by traumatic situations (nightmares, horror stories, long hospital stays). Based on the game, special psychodiagnostic procedures have been built, methods of correction and psychotherapy have been developed - game therapy.
The accumulation of individual experience in preschool age is carried out not only in play, but also in many other, purely childish activities: drawing, design, feasible work, self-care activities, communication with peers. The experience of success and failure in these types of activities undoubtedly contributes to the child’s attitude towards himself, and therefore to his personal development.
Structural elements of didactic games.
Didactic game- a complex phenomenon, but the structure is clearly visible in it, i.e. the main elements that characterize the game as a form of learning and gaming activity at the same time. One of the main elements of the game is didactic task, which is determined by the teaching and educational impact. Cognitive content is drawn from the “Kindergarten Education Program”.
The presence of a didactic task or several tasks emphasizes the educational nature of the game, the focus of the educational content on the processes of cognitive activity of children. The didactic task is determined by the teacher and reflects his teaching activities.
The structural element of the game is game task, carried out by children in play activity. Two tasks – didactic and game – reflect the relationship between learning and play. In contrast to the direct setting of a didactic task in the classroom, in a didactic game it is carried out through a game task, determines game actions, becomes the task of the child himself, arouses the desire and need to solve it, and activates game actions.
For example, in the game “Let's Reveal the Secret of Magic Caps,” the teacher sets a didactic task - to teach children to talk about the object that the child discovers under the cap. The game task is to find out what is under the cap, “reveal the secret of the cap” and receive an incentive badge, which contains an assessment of the correctness of solving the problem.
Colored (red, blue, yellow) cones (20 - 25 cm high, 12 cm in diameter) attract children on their own and arouse keen interest in solving the game problem - revealing the secret of the cap.
The game task and the cognitive orientation of the upcoming game action are sometimes included in the title of the game: “Let's find out what's in the wonderful bag”; “Who lives in which house?” etc.
The didactic task is realized throughout the game through the implementation of the game task, game actions, and the result of its solution is revealed in the finale. Only under this condition can a didactic game fulfill the function of teaching and at the same time develop as a gaming activity.
Game actions form the basis of a didactic game - without them the game itself is not possible. They are like a picture of the game's plot. The more varied and meaningful the play activities, the more interesting the game itself is for children and the more successfully cognitive and play tasks are solved. Children need to be taught play actions. Only under this condition does the game acquire an educational character and become meaningful. Teaching game actions is most often not direct, but is given through a trial move, through demonstration of actions when revealing a particular role. They vary in complexity and are determined by the complexity of the cognitive content and the gaming task.
Game actions are not always practical external actions, when you need to carefully consider something, compare, disassemble, etc. These are complex mental actions expressed in the processes of purposeful perception, observation, comparison, recall of previously learned - mental actions expressed in processes of thinking.
IN different games game actions are different in their orientation and in relation to the players.
In games in which all children participate and perform the same roles, the game actions are the same for everyone. When children are divided into groups in the game, the game actions are different. Game actions do not necessarily follow one another in some kind of system or sequence: they interact in different ways, are combined, and are reinforced by one another in the process of developing the game and assimilating cognitive content. Their volume also varies: junior groups These are most often repeated - one or two actions; in older groups – already 5-6; at the same time, they are “collapsed” on the basis of generalization and mastery of the technique of game actions.
The teacher does not always reveal the game actions himself. After setting a game task, he sometimes asks the children to think about how to play, what to do next, etc. The teacher, as it were, attracts children to cooperation, designing the course of the game through game actions, while developing and encouraging children’s initiative, encouraging smart guessing. But... does not allow “annoying” questioning that ruins the game.
One of the components of the didactic game is rules of the game. Their content and focus are determined by the general tasks of forming the personality of the child and the group of children, cognitive content, game tasks and game actions in their development and enrichment. The rules contain moral requirements for the relationships between children and for their compliance with norms of behavior. In a didactic game, the rules are given. Using rules, the teacher controls the game, the processes of cognitive activity, and the behavior of children.
The rules of the game are educational, organizational, disciplinary in nature, and most often they are combined in various ways. Teaching rules help to reveal to children what and how to do; they correlate with game actions, strengthen their role, and reveal the method of action. Organizing rules determine the order, sequence of play actions and relationships between children. Game relationships and real relationships between children are formed in the game. Relationships in the game are determined by role relationships. But sometimes real relationships and relationships between children do not correspond to them: in the game, according to the role they perform, children are benevolent, friendly, polite, compliant, and outside the game, in real relationships, they sometimes allow rudeness, greed, envy, do not show friendly relations, etc.
The rules of the game should be aimed at nurturing positive gaming relationships and real ones in their interrelation. This is their educational impact. It must be remembered that children’s assimilation and implementation of the rules in the game does not happen quickly and easily. The teacher must teach children to follow the rules without overloading the game with them, without overly regulating the children’s actions, without expecting quick results. Compliance with the rules during the game necessitates the manifestation of effort, mastering the methods of communication in the game and in non-games and the formation of not only knowledge, but also a variety of feelings, the accumulation of good emotions and the assimilation of traditions.
Thus, all the structural elements of a didactic game are interconnected, and the absence of the main ones destroys the game. Without a game task and game actions, without rules organizing the game, a didactic game is not possible. It loses its characteristics and does not achieve the goal of training and education.
Consultation for preschool teachers"Game as an important form in children's development"
Preschool age- this is the period of a child’s familiarization with the knowledge of the world around him, the period of his initial socialization. High sensitivity of preschool children, easy learning due to plasticity nervous system, create favorable opportunities for successful moral education and social development of the individual. During these years, the child acquires initial knowledge about the life around him, he begins to form a certain attitude towards people, towards work, develops skills and habits of correct behavior, and develops a character. This explains the enormous educational potential of play, which psychologists consider the leading activity of a preschooler. Play is the leading type of activity, the most effective form of child development. The game lays the foundations of a future personality. By playing together, children begin to build their relationships, learn to communicate, not always smoothly and peacefully, but this is the path of learning, there is no other way. Moreover, in the process joint games with peers, the child develops the most important communicative qualities he needs in the field of communication and interpersonal interaction. It is generally accepted that play is an imaginary or conditional activity, purposefully organized among children for their relaxation, entertainment and learning. A game is not entertainment, but a special method of involving children in creative activities, a method of stimulating their activity. Therefore, it is necessary to take a detailed look at the resources of children’s play and study the conditions that allow it to have the most effective impact on successful development. Childhood without play and outside of play is not normal.Depriving a child of play practice is depriving him of his main source of development: impulses of creativity, signs and signs of social practice, wealth and microclimate of collective relationships, activation of the process of learning about the world. According to psychologists, it is in play that a child builds his first models of the world around him, learns the rules of communication between people, and develops his abilities and character.
Play is the only central activity of a child, taking place at all times and among all peoples, where active imagination occurs, under the influence of which existing knowledge is combined, real, real ideas are combined with fiction and fantasy.
By playing together, children begin to build their relationships, learn to communicate, not always smoothly and peacefully, but this is a learning path. Formation of gender, family, citizenship, patriotic feelings, a sense of belonging to the world community. The most effective form of socialization of a child, where the foundations of a future personality are laid.
A child’s game performs the following functions:
1. Socialization function. Play is the strongest means of including a child in the system of social and interpersonal relations, and of assimilating the riches of culture.
2. Function of interethnic communication. The game allows the child to assimilate universal human values, the culture of different nationalities, since “games are national and at the same time international, interethnic, universal.”
3. The function of a child’s self-realization in the game as a “testing ground for human practice.” The game allows, on the one hand, to build and test a project for relieving specific life difficulties in the child’s practice, and on the other hand, to identify the shortcomings of experience.
4. The communicative function of the game - (mastering interaction skills) clearly illustrates the fact that the game implements communicative activity, allowing the child to enter the real context of complex human communications.
5. Diagnostic function of the game - (identification individually - personal characteristics children, self-knowledge in the process of play) provides an opportunity for the teacher to recognize and record various manifestations of the child (intellectual, creative, emotional, etc.). At the same time, the game is a “field of self-expression” in which the child tests his strength, capabilities in free actions, expresses himself and asserts himself.
6. The play-therapeutic function of the game is to use the game as a means of overcoming various difficulties that arise in the child’s behavior, communication, and learning.
7. Correction function - involves making positive changes and additions to the structure of the child’s personal indicators. In the game this process occurs naturally, gently.
8. Entertaining - aimed at achieving pleasure and awakening interest, inspiration.
Main components of the game
Game includes:
1. game state (motive),
2. playing positions,
3. game situations,
4. game roles and actions,
5. game result.
For children, the result of the game, victory, success is not always important. They like the process itself, those roles, those relationships that change the child’s status in the team.
Types of games
Yard games (street)
“Hide and Seek”, “Salochki”, “Burners”, “Cossacks-Robbers”, etc.
Party games
Blind man's buff, verbal, kissing. “I was born a gardener. ", "Ring, ring", "Damaged phone", etc.
Round dance games
(This folk games, movement of people in a circle with singing and some kind of dance, game) Game “Stream”, “Wicket fence”, “Dawn”
Dance games
(the dance dominates, and the game is its decorative detail) “Flower Market”, “Three Circles”
Educational games
"Wise Raven"
A quiz is a game of answering questions, usually united by a theme.
Lottery
(draw of any items using tickets) This could be: “Search” lottery, “Your chair is your luck”, “Dance”.
Game - song
You need to sing any song
Games - five minutes
Any finger games
Communication games
Games of this type perform a diagnostic, correctional, and psychotherapeutic role. The main condition of these games is goodwill and game dialogue.
-"Interview"
-"Compliment"
Dating games
-"Snowball"
- “Tell about yourself in three words”
- “Ball in a circle”
-"Hello! »
Competitive games
this is a competition aimed at identifying the best participants
- “Find out the song”
-"Cinderella"
Scrabble - games " Sea battle", "Mind Hockey", "55", "Burglar"
Games - jokes
- "Wild Monkey"
-"Camel"
A game is a product of activity through which a person transforms reality and changes the world. The essence of the game is the ability to reflect and transform reality. In play, the child’s need to influence the world is first formed and manifested - this is the main, central and most general meaning of the game. It helps psychological relaxation and harmonious entry into the world of human relationships. Play is especially important for children who learn about the surrounding reality through playback. gameplay actions of adults and relationships between them. Play is essential for the physical, mental and moral education of children.
Game classification:
By area of activity:- physical
- intellectual
- labor
- social
- psychological
By the nature of the pedagogical process
- educational
- training
- educational
- developing
- educational
- productive
- reproductive
- creative
- communicative
- diagnostic
According to the gaming method
- subject
- plot - role-playing
- business
By gaming environment
-no items
-with objects
-desktop
-room
-street (yard)
-on the ground
-technical
By subject area
-mathematical
-biological
-musical
-literary
-theatrical
-sports
- labor
-folk
-economic and others
Games for preschool children are very diverse. Traditionally, games are distinguished between mobile games, role-playing games, board games and didactic games.
1. Outdoor games. They are very good for health. A growing child's body cannot sit in one place for a long time; it needs movement, the release of accumulated energy. And outdoor games are an indispensable way of this energy discharge and development physical qualities younger schoolchildren. In many, there is a fight for individual or team championship. In addition to physical qualities, they develop such personality traits as courage, endurance, and perseverance.
2. Role-playing games. They reflect phenomena and processes that children observe or hear about from the adult world. In these games, each child takes on a specific role, for example, a doctor, a teacher, a fireman, and depicts the corresponding activity. Sometimes the plot of a game is planned in advance, events and actions unfold in a certain way (story games).
3. Board games. Some of them are very useful for expanding cognitive interests and for mental development. Such games include picture lotto, word games with all kinds of riddles, charades, puzzles, puzzle games, etc.
4. Didactic game. This is an active educational activity on simulation modeling of the systems, phenomena, and processes being studied. Since preschoolers love to play, the process of transferring a system of knowledge, skills and abilities in the form of a game is the most effective. These types of games help the child to better understand educational material. In addition, they promote active interaction between the participants in these games.
The game allows the child to obtain and generalize knowledge about the world around him, develop his sense of collectivism, the desire and ability to help others. Play is the strongest means of including a child in the system of relations of the society to which he belongs, of assimilating cultural and spiritual riches. In the game, intellectual, personal qualities and physical abilities develop.
Regular joint games will enrich preschoolers with new impressions, will contribute to the formation of social competence skills, and will give them new social experience, which is so important for the development of their personality.
For the social development of preschoolers, not only play is of great importance. Classes, conversations, exercises, getting to know music, reading books, observing, discussing various situations, encouraging mutual assistance and cooperation of children, their moral actions - all this becomes the building blocks that make up a person’s personality. A child perceives beauty very deeply - which means he needs to be introduced to the best human creations, shown reproductions of paintings, or visit an exhibition, museum, or gallery with him. You should prepare for such a trip, because the child will definitely ask many questions that the adult will have to answer. Social development is no less necessary for the individual than the development of intellectual, creative, and physical abilities. Modern world It is designed in such a way that one of the conditions for success is the ability to work fruitfully in a team, to find ways to interact and understand each other with the people with whom you work. And, of course, your child’s mental comfort and emotional satisfaction will directly depend on how his relationships with other people will develop, what role he will play in the team in which he will be, and who he feels like. And our task is to correctly and skillfully help him acquire social skills.
Thus, we can conclude that such an organization of the educational process with children contributes to the social and personal development of each child. Children become more liberated and independent, purposeful and self-confident, sociable, more attentive and caring towards peers and adults; capable of mutual understanding and cooperation. Children develop the ability to jointly make decisions and follow their implementation.
Several elements can be distinguished in the structure of the game.
1. Any game has a theme - that area of reality that the child reproduces in the game; children play “family”, “hospital”, “dining room”, “shop”, “Baba Yaga and Ivashechka”, “Snow White and the Seven Dwarfs”, etc.; most often the theme is taken from the surrounding reality, but children also “borrow” fairy-tale and book themes.
2. In accordance with the theme, the plot and game script are built; Plots include a certain sequence of events played out in the game. The subjects are varied: industrial, agricultural, craft, and construction games; games with everyday (family life, garden, school) and socio-political subjects (demonstration, rally); war games; dramatization (circus, cinema, puppet theater, productions of fairy tales and short stories), etc. Some games (especially with everyday themes) are played with different content throughout preschool childhood. Games on the same theme can be presented with different plots: for example, the game of “family”, “daughters and mothers” is realized by playing out plots of a walk, lunch, laundry, receiving guests, washing a child, his illness, etc. .
3. The third element in the structure of the game becomes the role as a mandatory set of actions and rules for their implementation, as a modeling of real relationships that exist between people, but are not always accessible to the child in practical terms; roles are performed by children using play actions: the “doctor” gives an injection to the “patient”, the “seller” weighs the “sausage” for the “buyer”, the “teacher” teaches the “students” to “write”, etc.
4. The content of the game is what the child identifies as the main point of the activity or relationship of adults. Children of different age groups when playing with the same plot, they introduce different content into it: for younger preschoolers this is the repeated repetition of an action with an object (therefore, games can be named after the name of the action: “rocking a doll” when playing “daughters and mothers”, “ treat the teddy bear” when playing “to the hospital”, “cut bread” when playing “to the canteen”, etc.); for averages this is modeling the activities of adults and emotionally significant situations, playing a role; for older people - following the rules of the game.
5. Playing material and play space - toys and various other items with which children act out the plot and roles. A feature of the game material is that in the game the object is used not in its own meaning (sand, tiles, shreds, buttons, etc.), but as substitutes for other objects that are practically inaccessible to the child (sugar, paving blocks, carpets, money, etc.). The playing space represents the boundaries within which the game takes place geographically. It can be symbolized by the presence of a certain object (for example, a handbag with a red cross placed on a chair means “hospital territory”) or even designated (for example, children use chalk to separate the kitchen and the bedroom, the house and the street, the rear and the front).
6. Role and real relationships - the first reflect the attitude to the plot and role (specific manifestations of the characters), and the second express the attitude to the quality and correctness of the role (they allow you to agree on the distribution of roles, the choice of game and are implemented in game “remarks” like “should do this”, “you are writing incorrectly”, etc.).
The real relationship between children is the relationship between them as partners in joint play activities. Functions of real relationships include planning the plot of games, distribution of roles, game items, control and correction of plot development and the fulfillment of roles by peers - partners. In contrast to “role-playing”, that is, game relationships determined by the content of the roles performed, real relationships are determined by the characteristics of the child’s personal development and the nature of interpersonal relationships between peers. In plot-role relationships, moral and moral norms of behavior are revealed to the child, here orientation in these norms is carried out, and in real relationships these norms are actually assimilated.
Genesis of gaming activity.
The motivation for play activity is the desire to imitate adults. For a child, the process of play itself is interesting. The motive of the game is the action itself. The ways to perform play activities are varied: role, mental actions, actions with toys, various movements. At first, play actions are of the most extensive nature and necessarily require material support in real objects or toys that replace them. At this stage, new content cannot be reproduced by the child in his mind, in an imaginary way; external play actions with objects are needed. Subsequently, play actions begin to be reduced and generalized, and the importance of material support gradually decreases. At later stages of development, at school age, some types of games are transferred to the mental plane. Children act out travels and the like in their imaginations without performing external actions. Thus, based on the external game, it develops perfect game, a game of imagination. Game actions are associated with passion for the game process itself, and not with the final result. It is important to emphasize that a real play action will only be when the child means another by one action, and another by one object. The game action is iconic (symbolic) in nature. The child learns to act with a substitute object, gives it a new game name, and acts in accordance with the name. This is a sign-symbol that resembles a real object. It is in play that the emerging sign function of the child’s consciousness is clearly revealed.
The content of the game is what the child identifies as the main point of adult activity. The content of the game for junior schoolchildren is a reproduction of real actions of adults with objects. IN story games middle preschoolers are reflected in the relationships between people. Contents role playing game older preschoolers become subject to the rules arising from the role they have taken on in accordance with the goal. Younger preschoolers play nearby, older ones play together. At 3 years old, children can team up in groups of 2-3 people and play for 10-15 minutes. At 4-5 years old, 6 people team up and play for 40 minutes. At 6-7 years old, up to 15 children participate in the game, the games last for several days.
The result of the game is a deeper understanding of the life and activities of adults.
80 km. from Tashkent there is a most charming corner of nature - a favorite vacation spot for guests and residents of the capital - Chimgan.
Chimgan is a popular recreation area, a ski resort in the Chimgan Mountains - spurs of the Tien Shan, a vast mountain range stretching throughout Central Asia.
The Chimgan Valley is located at an altitude of 1200-1600 m above sea level and is surrounded on all sides by mountains. Above the entire valley rises the mountain - Big Chimgan (3309 m), which is a spur of the Chatkal ridge. The Chimgan Mountains also include such picturesque places as Gulkam, Beldersay and many others. For its unique beauty and healing properties, Chimgan rightfully bears the name “Uzbek Switzerland”. The mountain slopes here are covered with relict juniper forests. Mountains and hills are cut by rapid mountain streams. They are simply called “sai” here. By the way, in the Chimgan rivers there is always an abundance of various fish, which attracts fishing lovers here.
And how picturesque are the islands of alpine meadows, overgrown with poppies and medicinal herbs! Fresh, clean air with the finest aroma of countless herbs and flowers (the very word “chimgan” - “chim yon” - can be translated as “green, soft grass”). Small lakes hide between the rocks, fast rivers and waterfalls roar. Mysterious caves hide in the mountain cliffs. On the steep walls you can even find petroglyphs - ancient rock carvings of animals and hunters.
Mild climate and big choice Cross-country skiing and downhill slopes create excellent conditions for alpine skiing. The ski season in Chimgan lasts from December to March, because the ski slopes are located on the northern slopes of the majestic mountains.
In addition, here you can go not only skiing, but also snowboarding, snowmobiles, skating and sledding, and freeride.
The hotels have a rental point for tourist equipment and equipment, and there is a rope tow and a cable car leading to the ski slope.
And in spring and summer, Chimgan becomes a center of mountain tourism. In search of adventure, you can make easy climbs along the picturesque hills or conquer the Big Chimgan, the snowfield of which remains there even in summer, paragliding, and horseback riding. The routes run through flowering gardens among apple trees, cherry plums and hawthorns. In the gorges there are rivers with numerous waterfalls and rapids. Travelers see underground halls decorated with stalactites and stalagmites of the most fantastic shapes.
People come here both for a short period of time in order to recover from the everyday work week, and for a long period to have a pleasant time in friendly company. Everyone will find something to their liking here. Chimgan awaits its guests at any time of the year.
