Organization of game activities during the day. Consultation on the topic: Independent play activities of preschool children

B5V1 The structure of the pedagogical process in the preschool educational institution, its components, their relationship

The activity of any educational institution is carried out as a holistic pedagogical (educational, educational) process.

The pedagogical process is a purposeful, organized, meaningful interaction of the pedagogical activities of adults and children. The word "process" indicates a stretch in time, and the word "pedagogical" indicates a focus on transforming the child's personality.

The pedagogical process is a system in which the processes of formation, development, education and training are integrated. The holistic system of the pedagogical process includes subsystems embedded one into another: the educational process, the educational process, the process of communication, the process of self-development, etc.

Within the framework of the pedagogical process, two interrelated and at the same time relatively independent processes closely interact:

training - the transfer to the younger generation of the totality of knowledge, skills and abilities accumulated by mankind;

upbringing - the development by the younger generation of the norms and rules of behavior adopted in society.

The integration of the processes of education and upbringing in the structure of a holistic pedagogical process is expressed in several aspects:

both of these processes take place within the same educational institution, are carried out by the same person (teacher) and are aimed at achieving a common goal - preparing the individual for active life in society;

education always contains elements of education, and education, in turn, always has an educative character.

Distinctive features of the processes are clearly manifested in the choice of forms and methods for achieving the goal.

If in training mainly regulated forms of work and methods of influencing the cognitive sphere are used, then in education different types of children's activities (artistic, playful, labor, communication) dominate and the impact is carried out on the motivational sphere.

B12Game

A special form of social life of preschoolers is a game in which they unite at will, act independently, carry out their plans, and learn about the world. Independent play activity contributes to the physical and mental development of each child, the upbringing of moral and volitional qualities, and creative abilities.

The program defines the tasks of developing and improving all types of games, taking into account the age of children: the ability to independently organize a variety of games, negotiate, distribute roles, play together, following the established rules of the game.

The strategy of the program in the development of children's play activities is based on the research of domestic scientists (L. S. Vygotsky, D. B. Elkonin, A. P. Usova, N. Ya. Mikhailenko, etc.), who considered the game as the most important and most effective in early and preschool childhood form of socialization of the child.

In accordance with the content of the program, children master the skills and abilities necessary for full-fledged mental and personal development in organizing plot-role-playing, didactic and outdoor games with rules, dramatization games, as well as game actions with toys and substitute objects.

B 12 The game is of great importance in the system of physical, moral, labor and aesthetic education of preschool children.

The child needs vigorous activity that contributes to an increase in his vitality, satisfies his interests, social needs. Games are necessary for the health of the child, they make his life meaningful, complete, create self-confidence. No wonder the famous Soviet teacher and doctor E. A. Arkin called them a mental vitamin.

The game is of great educational importance, it is closely related to learning in the classroom, with observations of everyday life.

While playing, children learn to apply their knowledge and skills in practice, to use them in different conditions. In creative games, a wide scope for invention opens up. Games with rules require the mobilization of knowledge, an independent choice of solving the problem.

Play is an independent activity in which children interact with their peers. They are united by a common goal, joint efforts to achieve it, common experiences. Game experiences leave a deep imprint in the mind of the child and contribute to the formation of good feelings, noble aspirations, and skills of collective life. The task of the educator is to make each child an active member of the play team, to create relationships between children based on friendship and justice.

Children play because it gives them pleasure. At the same time, in no other activity there are such strict rules, such conditionality of behavior, as in the game. That is why the game disciplines children, teaches them to subordinate their actions, feelings and thoughts to the goal.

The game brings up interest and respect for the work of adults: children portray people of different professions and at the same time imitate not only their actions, but also their attitude to work, to people.

Each game contains a task, the solution of which requires a certain mental work from the child, although it is perceived by him as a game.

The timely and correct use of various games in educational practice ensures the solution of the tasks set by the "Program of Education and Training in Kindergarten" in the most acceptable form for children.

The progressive, developing value of the game is not only in the realization of the opportunities for the comprehensive development of children, but also in the fact that it helps to expand the scope of their interests, the emergence of a need for knowledge, the formation of a motive for a new activity - learning, which is one of the most important factors in the psychological readiness for teaching a child. At school.

Thus, the game is connected with all aspects of the upbringing and educational work of the kindergarten. It reflects and develops the knowledge and skills acquired in the classroom, fixes the rules of behavior that children are taught in life.

The game occupies a leading place in the system of physical, moral, labor and aesthetic education of preschool children. It activates the child, helps to increase his vitality, satisfies personal interests and social needs.

Despite the invaluable role of play in the life of a preschooler, organization of gaming activities in preschool educational institutions needs improvement. She never took her rightful place in the lives of children, which is explained by the underestimation by teachers of her role in the versatile development of preschool children. In many kindergartens, a proper play environment has not been created; insufficient attention is paid to the formation of children's ideas about the world around them, their amateur games. The subordination of the game to the tasks of learning causes double harm to pupils: it leads to the withdrawal of amateur games from the life of the kindergarten, reduces cognitive motivation, which is the basis for the formation of educational activities. The importance of the formation of playing skills in children has almost completely fallen out of sight of educators. Sometimes the time allotted for gaming activities is used for training sessions, circles, preparation for holidays, matinees, etc.

To eliminate these shortcomings, it is necessary to take care of the expedient organization of gaming activities in preschool educational institutions. At the same time, it should be remembered that the game as a specific activity is not homogeneous, each of its types performs its own function in the development of the child.

There are three types of games:

1) child-initiated games(creative)

2) adult-initiated games o with ready-made rules (didactic, outdoor games)

3) folk games(created by the people).

Let's look at each of these types.

Creative games make up the most saturated typical group of preschool games. They are called creative because children themselves determine the purpose, content and rules of the game, reflecting mainly the surrounding life, human activities and relationships between people.

A significant part of creative games is role-playing games"someone" or "something". Children depict people, animals, the work of a doctor, a builder, etc. Realizing that the game is not real life, the kids, meanwhile, really experience their roles, frankly reveal their attitude to life, their thoughts and feelings, perceive the game as important matter. Saturated with vivid emotional experiences, the role-playing game leaves a deep imprint in the mind of the child, which affects his attitude towards people, their work, and life in general. Role-playing games also include games with elements of labor and artistic and creative activities.

A kind of creative gaming activity is theatrical activity. It is associated with the perception of works of theatrical art and the reproduction in a game form of acquired ideas, impressions, feelings. Key concepts of theatrical activity: plot, script, play according to the plot of a literary work, theatricalization, fairy tale translation. Theatrical games are divided depending on their type and specific role-playing content into two main groups: director's games and dramatization games.

In the director's game, the child, as a director and at the same time a "voice-over" organizes a theatrical playing field, in which the actors and performers are puppets. Otherwise, the actors, screenwriters, directors are the children themselves, who during the game agree on who will play what role, what to do.

Dramatization games are created according to a ready-made plot from a literary work or a theatrical performance. The game plan and sequence of actions are determined in advance. Such a game is harder for children than imitation of what they see in life, since it is necessary to understand and feel the images of the characters, their behavior, remember the text of the work (the sequence of actions, characters' replicas). This is the special significance of dramatization games - they help children to better understand the idea of the work, to feel its artistic integrity, and contribute to the development of expressiveness of speech and movements.

Another type is design games (in the literature they are sometimes erroneously called constructive). These creative games direct the child's attention to various types of construction, contribute to the acquisition of design organizational skills and the rapprochement of children, involving them in work activities. In design games, children's interest in the properties of the object and the desire to learn how to work with them are clearly manifested. The material for these games can be constructors of different types and sizes, natural material (sand, clay, cones), from which children create different things according to their own design or on the instructions of the teacher. It is important that the teacher helps the pupils to make the transition from the aimless accumulation of material to the creation of a well-thought-out idea.

With all the variety of creative games, they have common features: children themselves or with the help of an adult (especially in dramatization games) choose the theme of the game, develop its plot, distribute roles among themselves, and select the right toys. All this should take place under the conditions of tactful guidance of an adult, aimed at activating the initiative of children, developing their creative imagination.

Games with rules. These games provide an opportunity to systematically train children in the development of certain skills, they are very important for physical and mental development, education of character and will. Without such games in kindergarten, it would be difficult to conduct educational work. Children learn games with rules from adults, from each other. Many of them are passed down from generation to generation, but when choosing a game, educators must take into account the requirements of the present.

Didactic games contribute mainly to the development of the child's mental abilities, since they contain mental tasks, the solution of which is the meaning of the game. They also contribute to the development of the child's senses, attention, memory, logical thinking. It should be noted that a didactic game is an effective method of consolidating knowledge; it should by no means turn into a learning activity. The game captures the child only if it gives joy and pleasure.

An indispensable condition for a didactic game is the rules, without which the activity becomes spontaneous. In a well-designed game, it is the rules, not the teachers, that govern the children's behavior. The rules help all participants in the game to be and act in the same conditions (children receive a certain amount of game material, determine the sequence of actions of the players, outline the circle of activities of each participant).

Outdoor games are important for the physical education of preschoolers, as they contribute to their harmonious development, satisfy the need of kids in movement, contribute to the enrichment of their motor experience. Two types of outdoor games are carried out with preschool children - story games and game exercises (non-story games).

The basis of the plot mobile games is the experience of the child, his idea of the world around him (the actions of people, animals, birds), which they reproduce with movements characteristic of a particular image. The movements that children perform during the game are closely related to the plot. Most story games are collective, in which the child learns to coordinate his actions with the actions of other players, not to be capricious, to act in an organized manner, as required by the rules.

Game exercises are characterized by the specificity of motor tasks in accordance with the age characteristics and physical training of children. If in plot mobile games the main attention of the players is directed to creating images, achieving a certain goal and accurately following the rules, which often leads to ignoring the clarity in performing movements, then during game exercises, preschoolers must flawlessly perform basic movements (hitting the ball on the target, crawling under rope, etc.).

Because the game exercises and story games are used in all groups of preschool institutions, organization and methods of their implementation have much in common. The optimal conditions for achieving positive results in the development of movements of preschoolers are a combination of specific motor tasks in the form of game exercises and story games, during which the movements learned by children earlier are improved. According to the degree of physical activity, movements of high, medium and low mobility are distinguished.

In outdoor games held with preschoolers, it is not necessary to determine the winner. At the end of the game, the teacher evaluates the conditions and its course, the children's compliance with the rules, their attitude towards each other. Only in the older groups are they gradually beginning to introduce elements of competition, to compare the strengths of teams and individual players.

An important place in the senior preschool age is occupied by sports games: towns, table tennis, badminton, basketball, hockey, football, etc.

Folk games are games that originate from antiquity, they are built taking into account ethnic characteristics (round dances, fun, games with folk toys, etc.). They are an integral part of a child's life in a modern preschool institution, an important source of assimilation of universal human values. The developing potential of these games is provided not only by the presence of appropriate toys, but also by a special creative aura that an adult must create.

Folk games reflect the life of people, their way of life, national traditions, they contribute to the education of honor, courage, courage, etc. To this end, children are invited to ask their mothers, fathers, grandparents what games they played in childhood. There are individual, collective, plot, household, theatrical games and outdoor fun games.

Especially popular among children are games without a specific plot, built on game tasks that contain a lot of cognitive
material (games "magic wand", "Zhmurki", "Geese-geese", etc.). In these games, a quick and correct reaction is required from the child.

Folk toys occupy a special place in the life of children. Its simplicity, expressiveness and expediency play an important role in the mental, moral, aesthetic development of the child. The folk toy is characterized by the rhythm of forms, the decorativeness of the painting, ornamentality, brightness, restraint in the selection of colors. These are sonorous whistles, figures of people, animals, birds, dolls, wheelchairs made of various materials. When choosing toys for children, one should proceed from the extent to which they reflect the national color, contribute to the activity and amateur performance of children, and expand their worldview.

For the organization of games, it is important to create a subject-game environment. An important requirement is the developmental nature and compliance with such principles as the realization by the child of the right to play (free choice of a toy, theme, plot of the game, place and time of its holding); the universality of the subject-game environment so that children, together with educators, can prepare and change it, transform it according to the plan of the game, and content, development prospects; consistency, that is, the optimal ratio of individual elements of the game between themselves and other objects, etc.

The composition of the subject-play environment includes: a large playground, play equipment, toys, a variety of play paraphernalia, play materials. All these game tools are not in an abstract space, but in a game room, a gym, on a playground. There should be nothing superfluous in the interior, all game tools should be safe for children.

For games, game cells are created: general (a set of various types of toys), dramatic (sets of equipment, simple scenery, clothing items and costumes for dramatization games, dramatizations) for board and building games (designers: wooden, plastic, metal, boxes, pads and other materials, implements and auxiliary equipment). All equipment should be comfortable and easy to transform. Children can independently choose a game, change the center, moving from one game to another.

The leading place in children's play is given to toys. First of all, they should be safe, interesting, attractive, bright, but simple. And not only to attract the attention of the child, but also to awaken, activate his thinking.

All toys can be divided into three types:

1) finished toys (cars, planes, dolls, various animals, etc.);

2) semi-finished toys (cubes, pictures, constructors, building material, etc.);

3) materials for creating toys (sand, clay, wire, twine, cardboard, plywood, wood).

With the help of ready-made toys, children are introduced to technology, the environment, and certain images are created. While playing with them, children reproduce their impressions, experience vivid feelings, activate their imagination, and correct the content of games.

Semi-finished toys are used primarily for didactic purposes. Manipulations with them require the activation of mental activity in order to fulfill the tasks set by the teacher: arrange the cubes in size, in order of increase or decrease, match a pair to the picture, make some kind of building out of the details of the designer, etc.

The material for creating toys provides great opportunities for developing the creative imagination of children. So, depending on their age, they build steamships, houses, cars from sand, from twigs collected on a walk, “break” a small garden in the sandbox, sculpt dishes, clay animals. From scraps of wood, twine, colored paper, a good car decorated with flags, etc. is obtained.

It is advisable to combine all three types of toys, because this greatly expands the possibilities for creativity.

A special group includes theatrical toys and costumes for different characters, attributes that complement the created images. This is theatrical and play material (toys, dolls, planar figures, finger characters), costume elements (headwear, various hats, collars, cuffs, etc.). In kindergartens, doll characters, decorations made by educators and children on their own are actively used.

Organization of gaming activities during the day

During the day, children can play four times: before breakfast (5-40 minutes), between breakfast and classes (5-7 minutes), in the open air (1 hour-1 hour 30 minutes), after daytime sleep (20- 40 min).

Games before breakfast begin with the arrival of the child in kindergarten, interrupted by breakfast and continue until the start of classes. The task of the educator during this period is to rationalize the pedagogical process in such a way as to organize the children's play in effective forms, to actively influence its course and the relationship of children.

In the younger group, preference is given to games in which children could most fully satisfy their needs in the game without complex personal relationships. These are games, for example, with sand and water, which can be played at any time of the year in a room or in an open area, simple construction games, during which there may be a need not only for individual, but also for joint actions, coordination of ideas. These games require materials and toys that encourage children to move. In the second half of the year, role-playing games come into play, which are very popular with kids.

Pupils of the middle group have much more experience in playing activities, they bring toys from home, diversify and complicate games. Children quickly understand each other, embodying their plan. Games and toys shape the feelings and thoughts of babies, therefore, children should be given ample opportunities to play whatever they want. The educator corrects the game without disturbing it, preserving its amateur and creative nature, the immediacy of feelings, the child's faith in the veracity of what is happening.

Pupils of the senior group are provided with ample opportunities to play role-playing, building, didactic and outdoor games, both individually and collectively.

Children's games after breakfast should be consistent with the nature and content of further classes. So, before classes in speech, mathematics, drawing, games for the development of thinking, attention, and imagination will be appropriate. We provide games with a different focus if the following activities require movements from children (choreography, physical education). Therefore, the management of games must be coordinated with the pedagogical process. It is important to move away from patterns. In no case should you impose something on children, thereby causing them to resist, leave the game or stop it. Questions, advice, recommendations will be appropriate here.

Games between classes. For all groups of children, games are selected that provide for slight mental stress - with small toys, a ball, and a simple designer. There is no need to regulate these games too much, but it is desirable that they give the child the opportunity to move. In between classes, group games should be avoided. It tires the kids. Also inappropriate will be new games that require lengthy and complex explanations. The transition from play to work should be done calmly and naturally.

Outdoor games. Children can continue the game they started earlier (before classes or between them), if they are interested in it, or come up with something new. It is desirable to diversify these games in every possible way, since there is a large space for active movements, therefore, these conditions should be used as fully as possible so that the pupils can run, jump, just have fun.

When organizing outdoor games, one should definitely take into account such an important factor as seasonality. In cold weather, they should give a sufficient load, but this does not provide for the same pace for all children, long preparation, great effort, attention. Games should quickly warm up children, but without harm to health. Requirements for them should be individualized, taking into account the state of health of each pupil, weather conditions.

Younger preschoolers are quite active, they move a lot, but their experience of motor activity is still small and monotonous. To increase activity and enrich the movements of babies, you should create appropriate conditions, use various objects and toys (balls, balls, cubes, jump ropes, etc.). So, in the spring, you can organize various runs, starting with the simplest ones (“Horses”, “Grasshoppers”, “Catch the ball”, “Bring an object”, “Wider step”, etc.); jumping and jumping (“Jump Higher”, “Touch the Ball”, “Catch the Butterfly”) climbing and crawling (crawl on the board, bench), the game “Kvochka and chickens” Exercises with a hoop, swing riding, cycling, games- fun ("Hide and Seek", "Blind Man's Buff", "Soap Bubbles", etc.).

More targeted games at this age with sand, a building material, are the beginning of design activities. The teacher necessarily teaches children to play, creates a game situation, directly communicates with pupils, using methods of direct influence. Time also has an indirect influence through a toy, a simple dramatization, etc. Kids of this age like role-playing games on everyday topics related to everyday life (for example, girls play with dolls, boys play with cars).

In the middle group, they conduct didactic games related to movement. These are puzzle games where children depict some object or action with movements. It is advisable to carry them out after running or other active physical activity. The enrichment of role-playing games (“drivers”, “family”, “shop”, “railway”, “hospital”, “zoo”, etc.) continues. The alternation of games with and without rules contributes to the development and diversity of games, their educational impact on children. The constant contact of the educator with the children, both indirect and direct, is important. Although the ability to self-organize games in the middle group is still small, it is worth relying on them, adjusting, if necessary, the content and conditions of the game.

In the older group, you can invite preschoolers to agree on what and how they will play before going to the playground. This will immediately give direction to their activities. Some games (in "sailors", "pilots", "cosmonauts") can last for weeks, gradually developing. Dramatization games are expedient (if the game plan, the sequence of actions are determined in advance), didactic, role-playing, outdoor games. The intervention of the educator should be limited to advice on how best to implement the intended game. For this, passing remarks during the collection for a walk are enough. For better self-organization, it is desirable that the children in the group know several games and be able to play them. The way children are organized is also important. For example, they can choose the leader in the game themselves with the help of a rhyme, or the teacher will appoint him.

Afternoon games in all groups are held indoors or outdoors. It is advisable to give the room in which children play completely at their disposal: the arrangement of furniture and toys is subject to the game. The educator directs children's amateur performances, participates himself, introduces preschoolers to a new game. If they play different types of games, educational tasks are more varied and individualized.

In the evening, you can continue building and role-playing games created in the open air. Children accumulate enough images to play different roles, build structures, and so on. The level of these games increases significantly if the teacher offers tasks. You can conduct didactic games with children, the content of which is very diverse. The combination of didactic games with other types allows you to achieve significant success in the comprehensive development of children. At present, musical games in which the educator plays a significant role will be appropriate. These are round dance games with songs, outdoor games, games to music, riddle games. The role of the educator in drama games should also be active.

A significant role in the life of a child is played by play-work using the products of labor and artistic and creative activities. However, if the task is to give also certain skills (embroidery, gluing, cutting, etc.), this reduces the level of the game itself, and in many cases leads to its termination. Therefore, for these games, such an activity is better, the skills of which children already possess.

In the summer, when children's knowledge and experience have been greatly enriched, less time is spent on dressing, undressing, gathering for a walk, and there is an opportunity to better meet the needs of children in the game.

In summer, creative games using natural material should be actively introduced in the middle and senior groups. Dramatization games should not be ignored either, since children already have enough knowledge and experience to stage familiar literary works. Older preschoolers can be offered didactic games that are related in content to the curriculum for speech development, familiarization with the outside world, learning to count, and the like. Guessing riddles, finding parts of an object and compiling it, carried out both with the whole group and with individual children, should be actively introduced. On rainy days, children enjoy playing board games (checkers, chess, maze games, dice games, table hockey, etc.).

Fun games are quite popular with older children. But one should think carefully about the content of these games, make sure that they not only entertain, but also serve pedagogical purposes.

Children love building games. Therefore, the materials for them should always be in a specially designated place so that children have the opportunity to start various games - construction, plot, which last several days (for example, “Building a House”, which is “refurbished” many times and can turn into another building where children conduct electricity, telephone, near which they build a bathhouse, etc.).

The day ends with a variety of interesting games. The teacher reminds that it is necessary to put things in order among the toys, put everything in its place. Cleaning can be given the appearance of a game, while the teacher teaches children to be consistent, follow the established rules, and maintain order. “Where are our workers,” the teacher asks, “Probably went to dinner. - But it is necessary to take the materials to the place in order to finish the “construction” tomorrow. Hearing such words, the "workers" quickly and willingly collect materials. “And you, mister driver,” the teacher asks, “where are you taking the toys? - Into the cupboard. “Hurry up, the working day is over, you have to put the car in the garage.”

Tasks. To form communicative competencies in children: to promote the mastery of effective ways of interacting with people around them, joint activities in a group, various types of speech activity in communication situations. Learn to ask questions, conduct a dialogue correctly, seek and find compromises.

Duty in a corner of nature.

Tasks. To update and teach children to put into practice knowledge about caring for indoor plants. Learn to notice the changes that occur with plants. To cultivate a caring attitude towards plants, to arouse a desire to care for them, to observe their development.

A conversation about the sorceress - water.

Tasks. Invite the children to tell about the importance of water in our life, to summarize, specify and supplement the answers of the children. Describe where and in what form water exists.

Formation of cultural and hygienic skills: exercise "Napkins".

Tasks. To teach children to consciously follow the rules of behavior at the table, observe the rules of etiquette, learn to use a table knife, a napkin. Cultivate a culture of behavior at the table.

No. 6. Preliminary work for the role-playing game "Library"; learn an excerpt from B. Zakhoder's poem "About books". During leisure hours, read favorite books to children, organize various types of independent activities with a book: looking at illustrations, exchanging opinions on the text read, retelling favorite works, etc.

Tasks. Contribute to the enrichment of a familiar game with new solutions (participation of an adult, changing paraphernalia, introducing substitute items or introducing a new role). To create conditions for the creative self-expression of the players, for the emergence of new games and their development.

No. 7. Songwriting: learning to find song intonations for a given text: the exercise "The Tale of the Cat."

Tasks. To teach children to improvise, create songs based on the text of a fairy tale, using dynamic shades.

Didactic game "Loud-quiet drunkenly."

Tasks. Remind children of familiar songs; create a need for music; to teach to accompany with singing the performance of simple work; use your favorite songs in gaming activities, arrange mini-concerts.

Walk

Activities

Observation: the appearance of primroses.

Tasks. Invite the children to consider the coltsfoot plant, pay attention to the fact that the plant first has flowers and only then leaves. Help the children figure out where the first flowers appear first.

Ball games "Ball in pursuit".

Tasks. Teach children to follow the rules of the game, accurately and quickly perform game actions. Develop dexterity, coordination of movements.

Labor in nature: preparing the garden for planting.

Tasks. Clarify children's ideas about how to prepare a garden for planting, offer to choose and do feasible work (remove last year's foliage, garbage, dig up the ground in the beds). Encourage the desire to work, to be useful.

Health jogging through the territory of the kindergarten "Find your house".

Tasks. Improve the technique of performing basic movements when running, exercise in orienteering in the territory of the kindergarten, develop the cardiovascular system of the child's body. Form the habit of leading a healthy lifestyle.

Independent activity of children.

The independent activity of older preschoolers is manifested in a variety of game forms, in conducting observations and experimenting. At the age of 5–6 years, the sphere of interests of children significantly expands, their curiosity goes beyond the study of objects in the immediate environment. In children's conversations, activities and games, reflections and fantasies about space flights, pirate adventures, the era of dinosaurs, and travels to distant lands appear.

Organization of independent activities of older preschoolers

By the age of 5-6 years, there are important changes in the behavior and quality of mental and physical actions of children. This is due to the formation of the basic processes of the nervous system, the development of various types of memory and mental abilities. When preparing conditions for independent activity and thinking over methods for organizing children's activity, the teacher of the senior group takes into account the age characteristics of the wards:

In children aged 5–6, attention is more stable than in younger preschoolers. At this age, the basic processes of the nervous system are improved, self-regulation of behavior occurs, children are less likely to overwork. Children are able to observe any object or process for a long time, create large-scale buildings from the designer, assemble a mosaic from a significant number of details.
Children are capable of intentional memorization. Listening to the explanations and instructions of the teacher, the pupils fix the stages and methods of action in their memory and reproduce them later in independent studies: for example, they conduct experiments in the research corner or create crafts in the center of creativity.
The intellectual abilities of children are improved. At the age of 5–6 years, the child vividly makes assumptions, predicts the results of actions. He independently establishes causal relationships, orients himself in the temporal and spatial relations of objects. Conscious experimentation, self-planned and executed, becomes possible. If a child wants to experiment with substances, he must first speak to the teacher about the safety rules. The teacher observes from the outside the independent experimentation of children in a mini-laboratory.
Cognitive interests are expanding, children are studying distant objects: planets, spaceships, sea depths, dinosaurs; based on new information, children create drawings. Game activity becomes more complicated: role-playing games are built according to the rules discussed in advance, roles are distributed among the participants.
Fine motor skills are developed, children work and play with small objects: they assemble a designer from small parts, make jewelry from beads and beads.
Children willingly cooperate within the group. They like to independently choose partners for experiments, games and conversations, to discuss topics of interest to them.

Older preschoolers are able to cooperate with each other during research and play activities

The development of independence is one of the conditions for the educational process in a preschool educational institution, aimed at educating a comprehensively developed personality. The Federal State Educational Standard (FSES) does not name the independent activity of children as a separate area of study and pays more attention to the joint work of the teacher and pupils. However, the target for each developing area (cognitive, physical, socio-communicative, speech, artistic and aesthetic) is to encourage initiative in children's activities (mental or practical), to stimulate independence in choosing methods of activity and their implementation. The formation of an exploratory type of thinking and the creation of positive motivation for creative problem solving creates a solid foundation for successful schooling. The purpose of organizing independent activities in kindergarten is the development of an independent creator and researcher in the child.

The development of the skill of independent information search is one of the target foundations of education in preschool educational institutions

Tasks of organizing independent activity in the senior group

Formation of volitional qualities: psychological resistance to the influence of external factors (street noise, voices of other children) and other people's opinions, the desire to bring the plan to the final result. In older preschoolers, the ability to introspection and evaluation of the actions performed begins to form.
Improvement of self-regulation processes: the ability to calculate the energy consumption for the implementation of planned actions, to feel the need to change the type of activity or rest. At the age of 5–6 years, the processes of the nervous system are actively developing: the child has perseverance, responds positively to advice and constructive comments.
Development of the ability to independently build a game plan, observation, research, employment; the desire to fulfill ideas without the help of adults.
Strengthening self-care skills. The performance of actions for dressing and undressing, observing the rules of personal hygiene and cleanliness of the room should be brought to automatism.
Development of independence through the implementation of labor assignments: duty in the dining room, play area, bedroom, etc.

When planning classes for the development of independent activity, the age and individual characteristics of children, their interests and passions, consistency with thematic planning for GCD and creative activities, the material base for playing and children's experimentation are taken into account. The subject-spatial environment in the room of the group should be developing. The children receive positive emotions from independent activities and acquire new knowledge about the properties of objects and the relationships between them. This environment is organized by the teacher, and the children are free to choose ways of acting in its conditions. The principles of operation of centers for children's activity: accessibility, safety, enrichment with temporary materials (for example, in the center of cognitive activity, you can organize an exhibition for Cosmonautics Day, put boxes with hyacinth or tulip bulbs in a corner of nature in the spring, supplement the play area with a set of road signs while studying traffic rules on GCD classes and walks).

Drawing up a duty schedule - a technique for developing self-service skills through work assignments

Forms of organization of the subject-spatial environment

Center for cognitive research activity: a center of science, a corner of knowledge, an experimental workshop, a laboratory, an experimentarium. It is equipped with a selection of encyclopedias and albums with informative illustrations, diagrams, cards, models and figures of objects for study, materials (including natural ones) and tools for conducting experiments. Before conducting any experiment on their own in the laboratory, pupils must apply for permission from the teacher and pronounce the safety rules in advance. For public holidays and events in the kindergarten, temporary exhibitions are arranged in the corner of research activities: “Save the Planet”, “Secrets of the Solar System”, “Structure of a Volcano”, “How Primitive People Lived”.
In the center of cognitive research activities, pupils participate in the search for new knowledge
Game center: zones with sets of toys and costumes for role-playing games (“Controller and drivers”, “Hospital”, “Grocery store”, “Kitchen”), an educational games center (racks with board and didactic games, puzzles). To consolidate and improve self-service skills, play corners are supplemented with materials on relevant topics: clothes for toys with various types of fasteners, items for playing problem situations (“Who made a mess in the kitchen”, “Katya doll, put things in order in the closet”, “Teddy bear is going to kindergarten").
In a playful way, children reproduce what they have learned during classes.
Sports section. The center of physical activity can be equipped with special equipment: hoops, balls of different sizes, jump ropes, rubber bands for jumping, sets for playing towns, skittles.
The physical activity center provides children with equipment for outdoor games and exercises
Center for environmental activities: a corner of nature, a living corner, a winter garden, a mini-garden (boxes with soil on the windowsill for growing greens and vegetables). Pupils of the senior group independently conduct long-term observations of plant growth, are engaged in labor activities with knowledge of the characteristics of representatives of the plant world: they water, moisten the leaves, loosen the soil, monitor the light and temperature conditions in a corner of nature.
Senior preschoolers independently care for plants in a group
Center for art/artistic and aesthetic activity: corner of art or folk crafts (reproductions of paintings, reduced copies of architectural and sculptural objects; toys, utensils and interior items in folk style), theater corner (decorations for staging fairy tales, puppet and finger theater, masks and character costumes for children, face painting), a zone of productive creativity (materials for modeling, drawing, paper construction, including for origami), a musical island (a collection of audio recordings - children's and holiday songs, sounds and voices of nature with instrumental accompaniment, musical instruments - xylophone, tambourine, children's synthesizer, castanets, balalaika, etc.).
Dramatization of episodes of favorite stories and improvisation in playing out various plots is one of the forms of independent activity of preschoolers
Psychological comfort center: relaxation area, silence zone, magic room (tent, marquee, hammock, sofas where children can relax and talk quietly). Children independently choose ways to relax: looking at a book, playing quietly with a doll, calmly talking to each other.

In the group, it is necessary to organize a place where the child can be a little quiet, relax

Game activity remains one of the leading types of activity in senior preschool age.

Motivating start to class

The independent activity of children is manifested in various regime moments during the day: during arrival in the garden in the morning, during a walk, during leisure in the afternoon. In order for the children to succeed with the help of imagination and a set of skills to occupy themselves in their free time in employment centers, the teacher must achieve the effectiveness of children's activity during educational classes. Interacting with the pupils, the teacher, using the method of direct display of verbal instructions, forms and develops in the wards the ability to highlight the main thing - a question or a problem. That activity will be the most interesting and productive, which was aimed at achieving a specific result (making crafts, experimenting, compiling a complete story from pictures, completing a labor assignment, holding a sports game). Having mastered the algorithm of actions and methods of implementation, children transfer the forms of activity worked out with the teacher into individual activity.

It is important not to take up the time allotted for children's games with other activities. Game for older preschoolers is still a way to consolidate practical skills, relieve mental stress, and interact with peers.

A game for preschoolers is not only entertainment, but also a form of communication

The structure of independent activity of preschoolers consists of three stages:

motive;
action;
result.

The role of the teacher is to create motivation for further actions of pupils in the conditions of the object-spatial environment organized by the educator. The emergence of a desire to work independently can be of a different nature: playful, cognitive, strong-willed, social and emotional. Creating a friendly and trusting atmosphere is an indispensable condition for the successful activities of the guys. The teacher makes sure that each child is in a good mood before and during the lesson. The social orientation of motives for work is expressed in a positive attitude towards collective activity, the desire to discuss what is being studied or created, the ability to listen to the opinion and desires of classmates. Volitional motivation means the direction of the child's actions to achieve a specific goal, interest in the manifestation of their abilities. Game and cognitive motives often arise spontaneously, however, the teacher can initiate these types of motivation, predicting the independent activity of pupils in the framework of thematic planning.

The teacher predicts, with the help of the motivational beginning of the lesson, the independent activity of children in games

Motivating start to class	Predicted independent activity of pupils
The study of visual material. The teacher examines with the children a model of the earth in prehistoric times: dinosaurs reign on earth, in water and in the sky. The guys name the differences between the ancient pangolins, determine the structural features (plates, spikes, partial plumage, powerful claws).	Search for information, expansion of ideas about dinosaurs in the cognitive center: reviewing an illustrated encyclopedia. Game with dinosaur figurines.
Conducting a conversation. - Guys, what do we do before we sit down at the dinner table? - I wash my hands. - Why are we doing this? - To wash off dirt, protect yourself from getting germs from unwashed hands into the body during meals. When else during the day should you wash your hands and wash your face? - In the morning after waking up, after returning from the street, after working with dirty materials or playing with pets, before going to bed.	Playing with dolls and a washbasin stylized as Moidodyr from a poem by K. I. Chukovsky.
Conducting an experiment. The teacher demonstrates the ability of salt to dissolve in water.	Research activities in the experimental laboratory to expand the understanding of the ability of substances to dissolve in water (sugar, food coloring, sand, clay).
Surprise moment. The group receives a parcel from a fairy-tale character, in which the pupils find a set for creating a puppet theater.	Staging in a playful way of fairy tales known by the pupil (“Teremok”, “Gingerbread Man”, “Hare and Fox”, “Fox and Wolf”).
Reading poems, riddles. The teacher makes riddles about toys for children and for each correct answer he reads out the corresponding poem by A. Barto from the “Toys” cycle.	Activity in the play area with artistic and speech activities.
attraction to the game. The teacher shows the children a rubber band and asks what they know about the ways of jumping through it and the game options (“Olympics, mother’s lipstick”, “Confusion”, etc.). Instead of rubber bands, you can offer jump ropes for playing.	Mobile games with rubber bands.

If you invite the guys to show how you can play with a familiar object, they are drawn into the game.

Examples of independent activities in the senior group of kindergarten

We suggest that you familiarize yourself with the options for independent activities of older preschoolers in various regime moments.

Role-playing game "Polyclinic": video

Senior game - free activity (outdoor game): video

https://youtube.com/watch?v=VGWJizeFsro Video can't be loaded: Senior group. Free activity. (https://youtube.com/watch?v=VGWJizeFsro)

Game activity on the subject of traffic rules: video

Conditions for organizing independent activities on a walk: video

https://youtube.com/watch?v=MmcGZcJuSvM Video can’t be loaded: Self-guided walking activity.avi (https://youtube.com/watch?v=MmcGZcJuSvM)

Theatrical activity: video

https://youtube.com/watch?v=SKKfsa5y6kI Video can’t be loaded: Theatrical activities in kindergarten (https://youtube.com/watch?v=SKKfsa5y6kI)

Independent activity (didactic games): video

https://youtube.com/watch?v=vZcA9e5k7pE Video can’t be loaded: Children’s independent activities (https://youtube.com/watch?v=vZcA9e5k7pE)

Privacy corner in the senior group: video

https://youtube.com/watch?v=5UeNc-kax-s Video can’t be loaded: Senior group retreat (https://youtube.com/watch?v=5UeNc-kax-s)

Self-service lesson in the senior group of kindergarten

Children 5-6 years old have well-developed fine motor skills of hands and coordination of movements. They have the skill of dressing and undressing, remember the sequence of actions. Children are familiar with the rules of personal hygiene. During meals, older preschoolers skillfully handle cutlery. At this age, more attention should be paid to the rules of behavior at the table, consolidating the ability to monitor one's appearance, the condition of the workplace and bed.

At older preschool age, children understand the instructions of the teacher and follow verbal instructions. Self-service is recognized by methodological studies as the simplest and at the same time one of the main elements of the child's labor activity. Examples of self-service work assignments: “Clean up the dishes and put the table in order”, “Please turn your turtleneck inside out and hang it to dry”, “Vova, your lace is untied, sit down on a bench and tie a bow”, “Katya, before for a dance lesson, you need to collect your hair with an elastic band / braid a pigtail. The first self-service instructions should be presented visually, for example, in the form of mnemonic cards - a sequence of pictures on a specific topic.

In the older group, you can draw up a duty schedule in order to develop the children's ability to set the table, monitor the observance of order and cleanliness in the dining and play areas, the bedroom, and the locker room. Positive emotions are delivered by duty in a corner of wildlife, where the children are instructed to monitor the condition of animals and plants, to take care of them.

The children are happy to follow plants and animals, carry out instructions for caring for them.

Card file of topics on the formation of self-service skills: table

Self Service Theme	Educational and training tasks	Methods of independent activity of children
"Eating"	Strengthening the skills of cultural eating, handling cutlery. Cultivating a sense of neatness: take garbage to a specially designated place, check the cleanliness of the table after eating. Conscientiously fulfill the duties of those on duty in the dining room.	Games with doll utensils and toys, didactic games for learning the rules of cultural eating, performing labor assignments while on duty.
"Dressing and Undressing"	Generalization and consolidation of the skills of sequential dressing and undressing, neat hanging and folding of the removed things. Improving the ability to cope with various types of fasteners and laces.	Games for fine motor skills with fasteners, didactic games for memorizing the algorithm for the correct sequence of actions when dressing / undressing, games with doll clothes.
"Rules of personal hygiene"	Consolidation of cultural and hygienic skills: use of the bathroom and toilet rooms, washbasin, handkerchief. Consolidation of dental care skills (algorithm for brushing teeth, using dental floss).	Conducting conversations about the importance of observing the rules of hygiene, the need to monitor your body, conducting training games like "Teach your baby how to ...".
“Maintaining in order shoes and clothes, a bed, working tools, etc.”	Improving the skill to notice and independently eliminate the disorder in one's appearance (correct hair, clothes, clean shoes in a timely manner). Strengthening the skill of making the bed, keeping the bed clean and tidy. Raising a caring attitude to things: clothing and footwear, accessories, work tools (pencils, brushes, outdoor equipment), toys, books. Involvement in the general cleaning of the premises.	Conducting game trainings “Hairstyles”, “Describe how a friend is dressed”, didactic games “Name what is wrong in the appearance of a character”, “What is out of place”, competitions for the neatest workplace / locker.

Older preschoolers need to be taught to conscientiously treat the duties of a duty officer

Abstract of a self-service lesson in the senior group on the topic “We have a good friend of water”: table

Goals	1. Consolidate the knowledge of children about the rules of personal hygiene (hand care). 2. Consolidate knowledge of hand skin care items. 3. Consolidate knowledge about the hand washing algorithm. 4. Introduce children to the three "golden" rules for hand care: wash hands after using the toilet, after a walk, before eating. 5. Activate and enrich the vocabulary of children through the use of nursery rhymes, poems, words: transparent, clean, calm. 6. Strengthen the skills of differentiating oral and nasal breathing (the game "It's time to get up"). 7. Develop communication skills.
preliminary work	1. Acquaintance with hand care items. 2. Introduction and review of the "Handwashing" and "Three Golden Rules" algorithms. 3. Observations in nature for rain, snow. 4. Carrying out experiments with snow, experiments confirming the need for plants in moisture. 5. Work on onomatopoeia: water song - ssss; rain - drip-drip-drip. 6. Carrying out breathing exercises. 7. Learning nursery rhymes about water. 8. Speech games: “What kind of water?”, “What is water for?”. 9. Sensory games for the development of thermal sensations: "What kind of water?". 10. Games with water: "Get a toy with a spoon, strainer"; "Find out what it is?" (with closed eyes). 11. Reading fiction: V. Mayakovsky. "What is good and what is bad?"; A. Barto. "Girl grimy"; K. Chukovsky. "Moydodyr".
Material	Items for washing hands; strainer, spatula, watering can, bucket of water; doll, bunny and other toys; algorithms: "Handwashing" and "Three "golden" rules".
Event progress	Organizing time. The teacher enters the group with the children. Children sit on chairs (“sleep”). Game "Time to get up" Educator (speaking in a whisper). - My children, my children, My kids are fast asleep. My children, my children Slowly snoring. Like this! The teacher takes a noisy breath in through the nose, then exhales through the mouth with the sound of ho-o-o-o. Children imitate. Educator (loudly). - Sun is up! Stop sleeping! Stop sleeping! It's time to get up! Children “wake up” and, standing on their toes with their hands raised up, take a breath. Then, throwing hands along the body and lowering to a full foot, exhale. Educator. - Ah, wake up! Smiled! Hello! (drawn) Children. - Sun is up! Stop sleeping! Stop sleeping! It's time to get up! Hello! (drawn) The game "Who knows how to cleanly wash?" Educator. Today we are going to visit our toys. Let's see if they can be friends with water. We do know that... Need to wash Morning, evening and afternoon Before every meal After sleep and before sleep. Knock, knock, who lives here? (Doll Sim!) At the slut Sima Living unbearable: Sim doll walks Forever in a dirty dress On little brother Mishka Dirty pants Here is a stocking, and there is a shoe Is it possible so? - Children, and which of you knows how to wash? Let's show the toys the right way wash your face. The game is accompanied by the movements indicated in the text. Who knows how to clean? Who is not afraid of water? Who doesn't want to be dirty Do you wash your ears well? This is us! This is us! This is us! Children raise their hands up. We can wash We wash my neck with a washcloth. Like this! Like this! And that's it! Children pretend to rub their neck with a washcloth. And then we'll wash it smartly We are above the basin head. Like this! Like this! And that's it! Children pretend to wash their hair. To clean your feet We will wash them a little. Like this! Like this! And that's it! Children pretend to wash their feet. We washed like big ones, Here we are clean. Look! Look! Look! Children clap their hands. 4. Consolidation of children's knowledge about the rules of personal hygiene. - Who lives here? (Bunny.) Yes, how white he is, but how clean he is, look: Bunny washes - Going to the kids: I washed my nose, I washed my tail. He washed his ear, wiped it dry. - And now we will teach Sim how to wash. Let him take an example from a bunny. Sima, my face and neck Wash well with soap Don't spill water Dry your hands. - Look, guys, our Sim: Combed and washed I bowed to all the children, She wanted again Have fun and dance. Well, guys, get out. Dance with Sima. Children's performance of the dance "Ay-yes, kids ...". The game "Find the right items." - Guys, find the items you need to wash your hands. Children are offered a choice of the following items: a strainer, a spatula, a watering can, a bucket of water, a towel, soap. - To always be clean, People all need water! - What kind of water is in the bucket? (Transparent, clean, calm). - Guys, what is it? white foam Flakes flew - Taken by Mila Fragrant ... (soap). - Children, look what a fragrant soap. Why do we need soap? - And what's that? soft, fluffy, Clean - clean. We wipe our hands on it And we put it in place. (Towel). Why do we need a towel? 7. Consolidation of children's knowledge about the hand washing algorithm. - Guys, I suggest you make friends with some water - wash your hands. - Where will we wash our hands? (In the washroom, under the tap). Reading "Washing Song". silver water Flowing from the faucet. And the soap is fragrant, Like at home in our bathroom. - silver water How did you get here? - Through the dewy meadows I ran to kindergarten. - silver water Why did you run to us? - So that you are all clean, So that everything sparkles with you! A. Abelyan - Kids, what kind of water is pouring from the tap? (Clean, transparent, murmuring). - How does the water gurgle? What song is she singing? (S-s-s-s-s…) Reading nursery rhymes while washing hands: Ay, frets, frets, frets, We are not afraid of water We wash clean Smile to all kids! Pure water Wash Lena's face, Lidochka - palms, Fingers - Antoshka! - We washed our hands with soap. Did you forget to wipe them off? - How are we going to wipe our hands? (Fluffy, soft towel). Reading nursery rhymes while drying hands: One two three four five! We will wipe our hands. Fingers become dry Like this, like this! - Well done guys! Your hands are clean So it's all right! 8. The game of low mobility "Round dance". Children form a circle, hold hands. The teacher, together with the children, begins to move in a circle while reading the text. Let's take our friends by the hand Let's start our round dance. We tried, washed, Wiped, combed. And now we are waiting for lunch: Borscht, compote and vinaigrette. Now everyone will go to sleep To a cozy bed. Children stop, put their hands under their cheeks, palm on palm ("fall asleep"). 9. The result of the lesson. - Well done guys! I am very happy for you that you know so much useful things. When you come home in the evening, tell moms and dads about a good friend - water, do not forget to show how you know how to wash and wipe your hands cleanly.

Self-service workflows should be hung in the washroom, bedroom, dressing room, dining room

Time plan for self-service class: table

Educational and training tasks of forming and consolidating self-service skills are implemented in the GCD classes, the duration of which in the older group is no more than 20 minutes. Educational classes have a structure consisting of various forms of work to attract the interest of pupils and prevent overwork.

Topic of the lesson	Organizing time	Motivating start	Development of thinking abilities	Physical activity	Independent activity	Summarizing
"Petrushka can't clean"	1 minute	Creation of a problem situation. The character Petrushka comes to the group and reports that he was suspended from classes in the art circle because he did not follow his workplace. Petrushka asks the guys for help. 2-3 minutes	Talk about the importance of keeping clean. 3 minutes	Mobile game "Parsley on the bench". 4 minutes	Putting things in order in the art workshop. 10–12 minutes	2 minutes
“Everything in a person should be perfect”	2 minutes	Surprise moment. A package arrives in the mail from the director of the puppet theater. He put the dolls in a box so that the guys would help him put their appearance in order. 3 minutes	A conversation about the appearance of a person, when the appearance attracts the eye, and when it repels. 4 minutes	Finger gymnastics about dolls. 3 minutes	Game activity for dressing up and combing dolls. 10–12 minutes	2 minutes

Independence is manifested by the older preschooler in all areas of the educational process. The task of the teacher is to be extremely attentive to the activities of pupils, to identify difficulties in independent work and timely correction. The presence of positive motivation to do research, play games and create crafts without the help of an adult is an important component of the personality of a future first grader.

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INDEPENDENT ACTIVITY OF CHILDREN IN ACCORDANCE WITH GEF TO.

The federal state educational standard for preschool education defines support for children's initiative in various types of children's activities as one of the principles of preschool education. If we analyze the requirements of the standard for the psychological and pedagogical conditions for the implementation of the main educational program, we will see that supporting the independence of the child is one of the most important conditions.

In the scientific pedagogical literature, there are different points of view on the definition of the concept of "independence":

1. This is the ability not to be influenced by various factors, to act on the basis of one's views and beliefs.

2. This is a general characteristic of the regulation (management) of the personality of its activities, relationships and behavior.

3. This is a gradually developing quality, a high degree of which is characterized by the desire to solve the problems of activity without the help of other people.

Currently, independent activity is one of the components of the educational process in kindergarten.

The independent activity of children is considered as an activity that is performed without the direct participation of the educator, while the child consciously strives to achieve the goal. The task of the teacher is to make the child want to engage in a particular activity.

Moreover, the child should be able to satisfy his interests and needs in independent activity, and on the other hand, the teacher also organizes independent activity to solve the educational problems of the program. And here, it is important to come up with a developing object-spatial environment that will activate, arouse the child's interest in activities. Find such didactic materials that, on the one hand, motivate children to work, and on the other hand, would allow them to solve the problems of the educational process.

Independent activity of children- one of the main models of organizing the educational process of preschool children:

1) free activity of pupils in the conditions of the subject-developing educational environment created by teachers, ensuring the choice of each child's activities according to interests and allowing him to interact with peers or act individually;

2) the activities of pupils organized by the educator, aimed at solving problems related to the interests of other people (emotional well-being of other people, helping others in everyday life, etc.).

The scheme for the development of any type of activity in accordance with the concept of L. S. Vygodsky is as follows: first, it is carried out in joint activities with adults, then in joint activities with peers, and, finally, it becomes an independent activity of the child. In this case, a special role is assigned to the educator.

To form children's independence, the teacher must build the educational environment in such a way that children can:

learn from experience, experiment with various objects, including plants;
stay during the day, both in the same age and in different age groups;
change or design the playing space in accordance with emerging playing situations;
be autonomous in their actions and making decisions available to them.

The main types of children's activities of the preschool period are playful and productive.

There are two types of independent activities of children in kindergarten:
1. Game activities: director's game, role-playing game, games with rules.
2.Productive activity: design, fine arts, manual labor.

The main criterion for evaluating the independent play activity of pupils should be play behavior, ways of spreading the game, the ability of the child, depending on his own plan, to include conditional actions with objects, role-playing dialogues, and combine various events in the game.

The game is one of the most valuable neoplasms of preschool age. While playing, the child freely and with pleasure masters the world in its entirety - from the side of meanings and norms, learning to understand the rules and creatively transform them.

It is the game that should be mainly used by teachers. L.S. Vygotsky defined play as the leading activity in preschool age. L.I. Bozovic considers it necessary that leading activity should be the main content of the life of the children themselves. Thus, the game is a kind of center around which the main interests and experiences of children are concentrated. Theatrical activity is a kind of game.

Theatrical activities in kindergarten organizationally can permeate all security moments: be included in all classes, in the joint activities of children and adults in their free time, and be carried out in the independent activities of children. Theatrical activity can be organically included in the work of various studios and circles; products of theatrical activity (staging, dramatization, performances, concerts, etc.) can be included in the content of holidays, entertainment and leisure.

Theatrical play in the independent activities of children: characters and plots that excited children are reflected in independent children's games. So, children often play Snow Maiden and Santa Claus, creating a new world of the New Year holiday in the playroom. Vivid plots, games, round dances, learned in the joint free activities of children and adults, in games, activities, also contribute to the emergence of an independent theatrical game of children.

Theatrical activities contribute to making the life of children in a group more exciting and diverse.

The development of free play activities requires support from an adult. At the same time, the role of the teacher in the game can be different depending on the age of the children, the level of development of playing activity, the nature of the situation, etc. The teacher can act in the game both as an active participant and as an attentive observer.

In order to develop gaming activities, it is necessary:

Create conditions for the free play of children during the day;

Identify play situations in which children need indirect help;

Watch the children playing and understand what events of the day are reflected in the game;

Distinguish children with developed play activity from those whose play is poorly developed;

Indirectly manage the game if the game is stereotyped (for example, suggest new ideas or ways to implement children's ideas);

Know the children's subculture: the most typical roles and games of children, understand their significance;

Establish a relationship between the game and other activities.

Productive activity in preschool education is the activity of children under the guidance of an adult, as a result of which a certain product appears.

It is this activity that contributes to the development of graphic skills in children of older preschool age, fosters perseverance, creates pedagogical conditions for the process of socialization of older preschoolers, and, along with the game, is of the greatest importance for the development of the psyche during this period.

Employment in productive activities develops the creative imagination of the child, contributes to the development of the muscles of the hand, coordination of movements, develops the properties of thinking (analysis, synthesis, the ability to compare).

When conducting classes, favorable conditions are created for the formation of such qualities as inquisitiveness, initiative, curiosity and independence.

Productive activity has an impact on the comprehensive education of a preschooler. It is closely related to sensory education. The formation of ideas about objects requires the assimilation of knowledge about their properties and qualities, shape, color, size, position in space.

Independent productive activity arises at the initiative of the child to meet his individual needs (make a gift to his mother, make a toy, etc.).

Signs of the manifestation of independence are the attention and interest of the child in a certain activity and the ability to transfer what he has learned into his own new activity.

Independent activity has great potential in the development of a child's personality:

development of initiative, activity,
consolidation of existing skills, methods of activity,
bright impressions are found, tension is reduced, making the inner world of the child comfortable,
raises self-esteem, self-confidence, in their abilities.

Productive activity is largely related to the story game and carries elements of practical experimentation with materials. Just as often, actions arise on the principle of what happens if .... At the same time, in the arsenal of children of older preschool age there are various types of productive activities: work on ready-made samples and graphic diagrams and work with unfinished products and verbal descriptions.

The developing object-spatial environment in the group should contribute to the creative movement in working with the selected material. Therefore, the educator provides preschoolers with materials, samples of possible work, and makes sure that the children have a supply of appropriate materials for everyone who wants to continue working.

You should always have at hand waste and natural materials, combining which, of your own choice, a child can make various things - these are pieces of cardboard, polystyrene, cardboard boxes of different sizes, wire, pieces of fabric and rope, old cases from felt-tip pens, cones, acorns, small dry twigs, etc., placed in different containers. Of all the variety of materials available in kindergarten for free design, the LEGO plastic constructor is the most successful among preschoolers.

It is necessary to have a set of large building material in the group, although its details are more often used not for construction as such, but in a story game to designate a conditional playing space. Among the materials that stimulate the independent productive activity of children, we also include a variety of mosaics - geometric and traditional.

Mosaic is an excellent object for cognitive research activity (experimentation). Working with it contributes to the development of the child's manual motor skills, the analysis of the ratio of parts and the whole, the formation of spatial representations. They are necessarily provided to children for free activities.

Pictures - puzzles - puzzles, consisting of many details, have become an integral attribute of a child's life. The assembly of such puzzles can also be attributed to productive activities. Construction kits and various puzzles, mosaics, etc. should be at the disposal of the children.

To prepare a child for school means to teach him to act actively, creatively, consciously. This is largely facilitated by properly organized work in kindergarten on the development of independent artistic activity: theatrical and gaming, visual, artistic and speech and music.

In independent musical activity, children, on their own initiative, sing, lead round dances, pick up light melodies on the metallophone, and perform simple dances. They themselves can organize games in "concerts", "theater", "performance" (with toys, with planar figures, dolls).

Among the games, the main place is occupied by "musical lessons" and "concerts", based on the experience gained by children, mainly in the classroom. Children compose songs, songs, using familiar movements, come up with dances, constructions.

In independent activities, children often include musical didactic games that develop children's ability to perceive, distinguish between the main properties of musical sound: "Musical Lotto", "Guess who sings", "Two drums", "Hush - louder in a tambourine beat" , “Name the song from the picture”, etc.

In independent activities, children often use playing children's musical instruments. Children show a desire for independent musical activity, on their own initiative apply their musical experience in a wide variety of musical practices.

The independent musical activity of preschoolers is of an initiative, creative nature, is based on the acquired experience, is distinguished by a variety of forms and is the initial manifestation of self-learning.

The main indicators of independent activity are the child's interest in it and the manifestation of initiative and independence in setting goals and choosing a way to implement the plan.

The organization of independent activities of children in preschool educational institutions, the teacher must allocate a large amount of time during the day. And if in joint activities with children the teacher is an equal partner, then in independent activities the teacher is only an observer.

Thanks to the transition to a new form of scheduling, the organization of independent activities is clearly reflected and intersects (integrates) with other forms of work during the day (walk, regime moments, group - subgroup, joint activities).

Thus, the independent work of children in a preschool educational institution is such work that is performed without the direct participation of the educator, on his instructions, at a time specially provided for this, while the child consciously seeks to achieve the goal, using his efforts and expressing in one form or another the result of mental or physical actions.

Bibliography

1. Gubanova N.F. Game activity in kindergarten. - M .: Mosaic-Synthesis, 2006

2. Dybina O.V. Educational environment and organization of independent activity of senior preschool age: methodological recommendations. - M.: Center for Pedagogical Education, 2008

3. Zvorygina E.V. I play!: conditions for the development of the first amateur plot games for kids: a guide for educators and parents. - M.: Enlightenment, 2007

4. Kononova I., Ezhkova N. Preparing children for independent activity. // Preschool education, 1991, No. 6.

5. Komarova T.S. Children's artistic creations. - M.: Mosaic-Synthesis, 2005

The mental development of the child is formed in the process of his activity. Play and actions with objects are the main activities of children in the second and third years of life. This activity differs from classes in that it arises at the initiative of the baby himself. The game occupies a large place in the life of a child: all the time not occupied by sleep, feeding, classes, he plays. This is his natural state. The game gives the child a lot of joy, accompanied by positive emotions: he is surprised when he receives new information, he rejoices at achieving the desired result, communicating with adults and peers. Play is a way for children to learn about the world around them.

The child in the game gets acquainted with the properties of objects, while he “experiments” a lot, shows initiative, creativity. During the game, attention, imagination, memory, thinking are formed, such important qualities as activity, independence in solving game problems develop. It is in the game that the first positive relationships with peers are formed: interest in the games of other children, the desire to join their game, the first joint games, and in the future - the ability to reckon with the interests of group mates.

During independent activity, kids develop positive relationships and emotional and business connections with adults. Children are drawn to those who work with them, play; they quickly adopt the tone of an adult's attitude (attention, affection, sympathy) and themselves begin to show such feelings towards each other. Already in the second year of life, children very clearly listen to the teacher's assessment of their activities and are guided by it.

For a teacher, the organization of children's independent play activities is one of the most difficult sections of work, since, on the one hand, he must, without suppressing the child's initiative, skillfully direct his game, on the other hand, teach the child to play independently. The teacher will be able to correctly organize independent play activity only if he knows well not only the features of the mental development of children of the age with which he works, but also the features of the development of the pupils of the entire group.

Features of the organization of independent activity of children of the second year of life

In the second year of life, certain types of independent play activities of children are observed. These are games associated with movements: with a ball, toys-motors (car, trolley), climbing a hill and getting off it, sledding outdoors in winter, etc.

A large place is occupied by the cognitive orientation activity of the baby. It manifests itself first of all in examining the environment, then in observation, viewing pictures, books.

Satisfying his needs for knowledge of the environment, the baby acts a lot with objects - with building materials, with didactic toys, with a simple constructor, with folding pictures and with tools - a braid with which he drives a car, a hammer, hammering carnations into holes, with specially machine made of plastic or wood and other items.

In the second half of the second year of life, the child observes object-playing conditional actions with toys - a doll, a dog, a hare and others, while children already in the first half of the year not only reproduce the learned actions with objects, but also display what they themselves often see in life .

During independent activities, babies, on their own initiative, communicate with adults on various occasions. It gives them great joy to include an adult in the game. The child watches how an adult acts, turns to him, demonstrating the results of his activities, and asks to look at books together, draw something for him, help fix a broken toy, etc.

One of the conditions on which the development of the child's play activity to a large extent depends is the correct selection of toys and benefits. It is determined by the nature of the activities of children of a certain age. Thus, the group should have toys that provide all kinds of activities for the child.

For the development of movements, first of all, space is needed. Of the large benefits that stimulate motor activity, you need to have a slide with a ramp, a barrier table (for children at the beginning of their second year of life), near which the kids not only move well, but also play with didactic toys. Recall that it is impossible to attach toys to the table, this reduces the activity of kids in choosing the right toy, does not make it possible to examine the object, pick it up.

Of the small benefits should be balls of different sizes, strollers, cars, hoops. Large moving toys are stored in the area so as not to clutter up the area needed for movement in the room. It is not recommended to attach a Swedish wall in the room of a group of children of the second year of life, to put a ladder-ladder, since these benefits require the educator to constantly monitor their use. Children cannot use these benefits on their own.

The group should also have material for viewing objects of the surrounding world, obtaining a variety of impressions, which change from time to time. These are wall paintings (2–3) with plots accessible to children: “Tanya feeds pigeons”, “Children are dancing”, “Cat with kittens”, etc. It is good if the teacher specially makes layouts (1–2) for viewing. This can be a winter model (a doll sledding down a mountain) and a spring model (a branch with a bird sitting on it). You can hang a panel made based on familiar fairy tales. It is better to put a slide near the window so that children can watch what is happening behind it from it. The group should have an aquarium with large fish. For viewing books and pictures, a special place should be taken by the window. Books stored on the shelf, the teacher gives if the child asks.

What is the best way to arrange toys in the playroom? It depends on what age the playroom is being prepared for. The experience of babies in the first half of the second year of life is still small, and preparation for the game is carried out either by one teacher, or (closer to the children reaching 1 year 6 months) together with the kids. At the same time, the educator creates so-called suggestive game situations: for example, he places a plate next to the dog, puts the bear in the stroller, puts the dolls at the table with dishes placed on it, puts didactic toys on the barrier table, and several pictures on the table by the window. Such situations direct the attention of the baby to a particular activity.

In the second half of the year, children already have quite a lot of experience and, having learned to navigate in a group, they begin to prepare game situations for themselves. So, knowing where the dolls, dishes are placed, they themselves find a doll, a plate, a spoon for themselves and begin to feed their “daughter”. Therefore, the teacher in the second half of the year, organizing the children's play, can already place toys in different places in the room so that the children do not gather in one place and interfere with each other.

A place for playing with didactic toys is located near the cabinet or shelf where they are located. There should be toys that contribute to the formation of the ability to distinguish the color, size, shape of objects, as well as a desktop builder, small toys in a box that kids can use in independent games, a constructor, folding pictures and other board games.

A place should also be determined for games with large building material, which is located on a shelf. There are also large toys - animals, cars that are used in building games. The game with a large builder should take place on a rug that does not allow hypothermia for children and removes excessive noise.

Toy furniture - a table, chairs, a bed - is placed in a puppet corner. It should be large enough, durable, as kids love not only to put a doll on a chair, but also to sit on it themselves. In addition to plot toys, there should be appropriate attributes here: dishes, clothes, blankets, towels, baths, etc. Since children in their second year of life love to dress up, you need to hang a mirror and everything you need for dressing up in the doll corner: scarves, aprons.

Children of the second half of the second year of life reproduce imaginary actions, play with substitute objects. For these purposes, you can use a toy washbasin, near which actions such as washing dishes, pouring water from a tap, bathing dolls, etc. are played out. At the same time, kids use the cubes as soap. Smaller toys - toy scissors, a syringe, combs (plastic) - enrich the children's games and are given to them under the supervision of an adult. These toys can be kept on the top shelves for children to see, but they can only be taken with the help of an adult.