Variation of outdoor games. Classification of outdoor games
Outdoor games are classified by age, by the degree of mobility of the child in the game (games with low, medium, high mobility), by types of movements (games with running, throwing, etc.), by content (outdoor games with rules and sport games).
In the theory and methodology of physical education, the following classification of games is accepted.
Outdoor games with rules include story and non-story games. Sports games include basketball, gorodki, table tennis, hockey, football, etc.
Plot-based outdoor games reflect a life or fairy-tale episode in a conventional form. The child is captivated by playful images. He creatively embodies himself in them, depicting a cat, a sparrow, a car, a wolf, a goose, a monkey, etc.
Story-based outdoor games contain motor game tasks that are interesting for children and lead to goal achievement. These games are divided into games such as dashes, traps; games with elements of competition (“Who will run to their flag the fastest?”, etc.); relay games (“Who will pass the ball sooner?”); games with objects (balls, hoops, serso, skittles, etc.). When working with the youngest children, they use fun games (“Ladushki”, “Horned Goat”, etc.).
The methodology for conducting outdoor games includes unlimited possibilities for the integrated use of various techniques aimed at shaping the child’s personality and skillful didactic guidance of the game.
Of particular importance are professional training educator, pedagogical observation and foresight. By stimulating a child’s interest in play, engaging him in play activities, the teacher notices and highlights significant factors in his development and behavior; determines (sometimes in individual strokes) real changes in knowledge, skills and abilities. It is important to help the child consolidate positive traits and gradually overcome the negative ones. Pedagogical observation and love for children allow the teacher to thoughtfully choose methods for guiding their activities, correct the child’s behavior and his own; create a joyful, friendly atmosphere in the group. The children's joy that accompanies play contributes to the formation of the child's physical, mental, spiritual, aesthetic and moral qualities.
The method of conducting outdoor play is aimed at educating an emotional child who consciously acts to the best of his abilities and has a variety of motor skills. Under the benevolent, attentive guidance of the teacher, creativity is formed thinking man, who knows how to navigate environment, actively overcome the difficulties encountered, c: show a friendly attitude towards comrades, endurance, self-control. and A prerequisite for successful outdoor games is taking into account the individual characteristics of each child. Behavior in play largely depends on existing motor skills and the typological characteristics of the nervous system. Active motor and activity training nervous system child, helps to balance the processes of excitation and inhibition.
The selection of outdoor games depends on the working conditions of each age group: general physical level, mental development children, their motor skills; the health status of each child, his individual typological characteristics, time of year, daily routine, place of play, children’s interests.
When selecting plot-based outdoor games, one should take into account the children’s developed ideas about the plot being played out. A prerequisite for preparing a teacher to conduct outdoor games is the preliminary learning of movements, both imitative and physical exercise, actions that children perform in the game. The teacher pays attention to the correct, relaxed, expressive performance of motor actions. To better understand the game plot, the teacher carries out preliminary work: reads works of art, organizes observations of nature, animals, the activities of people of various professions (drivers, athletes, etc.), viewing of videos, films and filmstrips, conversations. The teacher pays considerable attention to preparing the attributes of the game - he makes the attributes together with the children or in their presence (depending on age).
It is important to organize the game correctly in terms of content and order of tasks. The game can be played simultaneously with all children or with a small group. The teacher varies the ways of organizing games depending on their structure and nature, and the location of the movements. Thinks through ways to gather children for the game and introduce game attributes.
Introducing children to a new game is carried out clearly, concisely, figuratively, emotionally and lasts 1.5-2 minutes. An explanation of the plot-based outdoor game, as already noted, is given after preliminary work on the formation of ideas about game images.
Themes of plot-based outdoor games varied: these can be episodes from people’s lives, natural phenomena, imitation of animal habits. In the course of explaining a new game, a game goal is set for children, which helps to activate thinking, understand the rules of the game, and form and improve motor skills. When explaining the game, a short figurative storyline is used. It changes in order to better transform the child into a playful image, develop expressiveness, beauty, graceful movements, fantasy and imagination. The plot of the story is similar to a fairy tale, which evokes a re-creative imagination in children - visual perception all game situations and actions that stimulate them to emotional perception.
The plot of the story and its content should be understandable to children, therefore the use of this technique requires planning and thinking through the teacher’s previous work so that the children have an idea of the plot being played out. The teacher observes in nature, in a living area, the behavior of birds and animals; is reading fiction, shows filmstrips, videos, films, creating the presentations necessary for the successful execution of the game. Instead of a situational explanation of the game, the teacher uses a little fairy tale or a plot story before the first game, which includes the rules of the game and a signal. Their explanation takes the same 1.5-2 minutes allotted by the technique, and sometimes less. The educational effect of such an explanation is high - children develop a recreating imagination and fantasy. The plot story helps to get into character and develop expressive movements. The rules and signal are woven into the explanation of the game.
Plot stories are used in all age groups. It is often difficult for a teacher to come up with an explanation for the game. To make the task easier, you can use poetry. For example:
The crested hen came out,
There are yellow chickens with her.
The chicken clucks:
“Ko-ko, don’t go far.”
Children - “chickens” walk along the lawn, collect grains for the driver, and drink water from the puddle. Approaching the driver - the “cat”, the “hen” (teacher) says:
On a bench, by the path.
The cat has settled down and is dozing.
The “chickens” come close to the “cat”, the “chicken” says:
The cat opens its eyes (Meows: “Meow-meow.”)
And the chickens catch up.
Explaining not story game, the teacher reveals the sequence of game actions, game rules and signal. He indicates the location of the players and game attributes, using spatial terminology (in younger groups with a focus on the object, in older groups - without it). When explaining the game, the teacher should not be distracted by comments to the children. With the help of questions, he checks how the children understand the game. If the rules are clear to them, then the game is fun and exciting.
When explaining games with elements of competition, the teacher clarifies the rules, game techniques, and conditions of the competition. Expresses confidence that all children will try to cope well with game tasks that require not only speed, but also high-quality execution (“Who can reach the flag faster”, “Which team will not drop the ball”). Proper execution movements gives children pleasure, creates a feeling of confidence and a desire for improvement.
By uniting players into groups, teams, the teacher takes into account physical development and individual characteristics children. Selects guys of equal strength for teams; to activate insecure, shy kids, it unites them with brave and active kids.
Children's interest in games with elements of competition increases if they wear a uniform and choose team captains, a referee and his assistant. Teams receive points for completing tasks correctly and quickly. The result of the calculation determines the assessment of the quality of task performance and collective actions of each team. Conducting games with elements of competition requires great pedagogical tact, objectivity and fairness in assessing the activities of teams, promoting friendliness and camaraderie in the relationships of children.
Management The teacher's active play also involves the distribution of roles. The teacher can appoint a driver, select using a counting rhyme, or invite the children to choose a driver themselves and then ask them to explain why they assign the role to this particular child; can take the leading role or choose someone who wants to be the driver. In younger groups, the role of the leader is initially performed by the teacher, doing it emotionally and figuratively. Gradually, the role of the leader begins to be entrusted to children.
During the game The teacher pays attention to the children’s compliance with the rules and carefully analyzes the reasons for their violation. A child may break the rules of the game if he did not understand the teacher’s explanation accurately enough, really wanted to win, was inattentive, etc. The teacher must monitor movements, relationships, load, emotional state children in the game.
Considerable attention should be paid to options for outdoor games, which allow not only to increase interest in the game, but also to complicate mental and physical tasks; improve movements, increase the psychophysical qualities of the child.
Initially, the teacher comes up with game options himself or selects them from collections of outdoor games. In this case, the rules should be gradually complicated. For example, the teacher intonationally varies the interval of the signal: “One, two, three, catch!”, “One-two-three-catch!” etc.; it can change the arrangement of children and physical education aids in the game; choose several drivers; include rules in the game that require the child to have endurance, self-control, etc.
Gradually, children are also involved in drawing up options, which contributes to the development of children's creativity.
By leading the game, the teacher forms correct self-esteem, friendly relationships, friendship and mutual assistance, and teaches children to overcome difficulties. P. Kapterev called overcoming difficulties moral hardening, linking it with the formation of high spiritual potential. Correct pedagogical leadership playing helps the child understand himself and his friends, ensures the development and realization of his creative powers, and has a psychocorrective and psychotherapeutic effect.
Summing up the game, the teacher notes the children who performed their roles well, showed ingenuity, endurance, mutual assistance, and creativity.
Noting the actions of children who violated the conditions and rules of the game, the teacher expresses confidence that next time the children will try and play better.
Mukhamedzhanova Zifa
Types and meaning of outdoor games
Movable the game has a huge meaning for comprehensive development baby: physical, mental, emotional, social.
In games, children develop intelligence, fantasy, imagination, memory, and speech. Conscious adherence to the rules of the game forms the will, develops self-control, endurance, and the ability to control one’s actions and behavior. The game develops such personal qualities as activity, honesty, discipline, justice. During the game, the child develops comprehensively and harmoniously.
Movable play is a conscious, active activity of a child, characterized by accurate and timely completion of tasks associated with rules that are mandatory for all players.
When conducting outdoor games need to be taken into account:
age and psychological-pedagogical characteristics of children;
focus on the development of basic movements and psychophysiological qualities of preschool children;
the sphere of interests and needs of the child;
gradual step-by-step complication of game goals, tasks, rules and conditions of the game.
Being an important means of physical education, movable The game simultaneously has a healing effect on the child’s body. Health effect mobile games are enhanced when they are played on fresh air; In the game, children practice a wide variety of movements: running, jumping, climbing, throwing, throwing, catching. A large number of movements activates breathing, blood circulation and metabolic processes, has a beneficial effect on mental activity.
IN pedagogical practice two main types are used outdoor games:
1. Games are free, creative or voluntary, in which the participants themselves outline the game plan and themselves carry out the intended goal (role-playing).
2. Organized movable games with established rules, requiring their guidance by adult leaders or the leader children themselves.
a) simple non-command outdoor games, in which each participant, following the rules, fights for himself. The main thing in these games is meaning acquires personal initiative and the ability to expediently use one’s personal qualities and motor abilities;
b) more complex, transitional to command outdoor games, in which the players defend their own interests in the first place, but sometimes, at their personal request, they help their comrades, helping them out, helping them escape from the attacker in the game (“Salki - give me your hand”, “Dashes with captivity”). Sometimes the player may enter into temporary cooperation with other players to achieve a goal. In some games, such cooperation is even provided for by the rules. ("Polar Bears", "Crucian Carp and Pike");
c) team outdoor games, in which the players form separate teams. The success of the entire team depends on the actions of each player. IN team games it is necessary to coordinate your actions with the actions of your comrades. Often in team games to coordinate actions and general management select team captains.
Outdoor game"The mice dance in circles"
Target: develop motor activity
Description: before starting the game you need to choose a driver - "cat". The cat chooses "stove"(it can serve as a bench or chair, sit down on it and close your eyes. All other participants join hands and begin to dance around the cat with words:
do not make noise,
don't wake me up
will wake up
He’ll break up our round dance!”
While pronouncing the last words, the cat stretches, opens his eyes and begins to chase mice. The caught participant becomes a cat, and the game starts over.
Game "Sun and Rain"
Tasks: teach children to find their place in the game, navigate in space, develop the ability to perform actions at the teacher’s signal.
Description: Children sit in the hall on chairs. The chairs are theirs "house". After the words teacher: “What good weather, go for a walk!”, the guys get up and start moving in a random direction. As soon as the teacher will say: “It’s raining, run home!”, children must run to the chairs and take their place. The teacher sentences "Drip - drip - drip!". Gradually the rain subsides and the teacher speaks: “Go for a walk. The rain has stopped!”.
Game "Sparrows and the cat"
Tasks: teach children to jump gently, bending their knees, run, dodge the driver, run away, find their place.
Description: Circles are drawn on the ground - "nests". Children - "sparrows" sitting in their "nests" on one side of the site. On the other side of the site is located "cat". As soon as "cat" will fall asleep "sparrows" They fly out onto the road, fly from place to place, looking for crumbs and grains. "Cat" wakes up, meows, runs after the sparrows, which must fly to their nests.
Role first "cat" The teacher does it, then one of the children does it.
Outdoor game"Sparrows and the car"
Another game for children 3-5 years old about sparrows.
Tasks: teach children to run in different directions, start moving or change it at the leader’s signal, and find their place.
Description: Children - "sparrows", sitting in their "nests" (on the bench). The teacher pretends "automobile". As soon as the teacher will pronounce: “The sparrows flew onto the path”, the children get up from the bench and start running around the playground. On signal teacher: “The car is moving, sparrows fly to their nests!” - "automobile" leaves from "garage", and the children must return to "nests" (sit on the bench). "Automobile" returns to "garage".
Game "Cat and Mice"
There are many games for children with cats and mice involved. Here is one of them.
Tasks: This movable The game helps children develop the ability to perform movements on cue. Practice running in different directions.
Description: Children - "mice" sitting in holes (on chairs along the wall). Sits in one of the corners of the site "cat"- teacher. The cat falls asleep and the mice scatter around the room. The cat wakes up, meows, and begins to catch mice, which run into their holes and take their places. When all the mice return to their holes, the cat walks through the hall again, then returns to its place and falls asleep.
Movable game for preschoolers "At the Bear's Forest"
Tasks: develop the speed of reaction to a verbal signal, exercise children in running, develop attention.
Description: Among the participants, one driver is selected who will "bear". On playground draw two circles. The first circle is the bear's den, the second circle is the home for the rest of the game participants. The game begins with the children leaving the house with words:
And he growls at us.
As soon as the children said these words, "bear" runs out of the den and catches the children. The one who did not have time to reach home and was caught "bear", becomes driving ( "bear").
Through the stream (active game with jumping)
Tasks: Teach how to jump correctly, walk along a narrow path, and maintain balance.
Description: Two lines are drawn on the site at a distance of 1.5 - 2 meters from one another. At this distance, pebbles are drawn at a certain distance from each other.
The players stand at the line - on the bank of a stream, they must cross (jump over) over the pebbles without getting your feet wet. Those who stumbled and got their feet wet go to dry them in the sun and sit on a bench. Then they get back into the game.
Game "Birds and Cat"
Tasks: Learn to follow the rules of the game. React to a signal.
Description: for the game you will need a mask of a cat and birds, and a large circle drawn.
Children stand in a circle with outside. One child stands in the center of the circle (the cat falls asleep (closes his eyes, and the birds jump into the circle and fly there, pecking at the grains. The cat wakes up and begins to catch the birds, and they run away outside the circle.
Game "Snowflakes and the Wind"
Tasks: Practice running in different directions, without bumping into each other, act on a signal.
Description: On signal "Wind!" children - "snowflakes"- run around the site in different directions, spinning ( "The wind swirls snowflakes in the air"). On signal “No wind!”- squats ( "snowflakes fell to the ground").
Outdoor game"Find yourself a mate"
Tasks: develop in children the ability to perform actions on a signal, quickly form into pairs.
Description: Participants stand along the wall. Each of them receives a flag. As soon as the teacher gives a sign, the children scatter around the playground. After the command "Find yourself a mate", participants with flags of the same color are paired up. An odd number of children must participate in the game and at the end of the game one is left without a pair.
All these movable The games can be successfully used for playing in kindergarten in a group or on a walk. Children of different age: from kids 3 years old to children of the middle group 4-5 years old enjoy playing with them.
Movable games for children 5-7 years old
In children 5-6, 6-7 years old, the nature of play activity changes somewhat. Now they are already starting to be interested in the result outdoor game, they strive to express their feelings, desires, and fulfill their plans. However, imitativeness and imitation do not disappear and continue to play an important role in the life of an older preschooler. These games can also be played in kindergarten.
Game "Bear and Bees"
Tasks: practice running, follow the rules of the game.
Description: participants are divided into two teams - "bears" And "bees". Before the game starts "bees" take places in their "hives" (benches and ladders can serve as hives). At the command of the leader "bees" fly to the meadow for honey, and at this time "the Bears" climb into "hives" and enjoy honey. Hearing the signal "The Bears!", All "bees" return to "hives" And "sting" (salat) those who didn't have time to escape "bears". Next time stung "bear" no longer goes out for honey, but remains in the den.
Game "Burners"
Tasks: practice running, respond to a signal, follow the rules of the game.
Description: An odd number of children take part in the game, becoming pairs and holding hands. In front of the column there is a driver who looks forward. Children repeat in chorus words:
Bells
Once! Two! Three! Run!
As soon as the participants say the word "Run!" those standing in the last pair in the column release their hands and run forward along the column, one with right side, the other is on the left. Their task is to run forward, stand in front of the driver and join hands again. The driver, in turn, must catch one of this pair before they hold hands. If you manage to catch, then the driver and the caught one will form a new pair, and the participant left without a pair will now lead.
Outdoor game"Two Frosts"
A well-known game for preschoolers with simple rules. Tasks: develop inhibition in children, the ability to act on a signal, practice running.
Description: On opposite sides of the site there are two houses, indicated by lines. Players are placed on one side of the court. The teacher selects two people who will become drivers. They are located in the middle of the area between the houses, facing the children. These are two Frosts - Red Nose Frost and Blue Nose Frost. At the teacher's signal "Let's start!" both Frosts pronounce words: “We are two young brothers, two brave frosts. I am Frost Red Nose. I am Frost Blue Nose. Which of you will decide to set off on this little path?” All players answer: “We are not afraid of threats and we are not afraid of frost” and run over to the house on the opposite side of the site, and the Frosts try to freeze them, that is, touch them with their hands. Those of the guys who were touched by Frost freeze in place and remain like that until the end of the run. The frozen ones are counted, after which they join the players.
Game "Sly Fox"
Target: develop agility, speed, coordination.
Description: A line is drawn on one side of the site, thereby denoted by"The Fox's House". The teacher asks the children, who are located in a circle, to close their eyes. The teacher walks around the formed circle behind the children, touches one of the participants, who from that moment becomes "sly fox".
After this, the teacher invites the children to open their eyes and, looking around, try to determine who the sly fox is. Next the children ask 3 times: "Sly fox, where are you?". At the same time, the questioners look at each other. After the children have asked the third time, the sly fox jumps into the middle of the circle, raises his hands up and screams: "I'm here!". All participants scatter around the site in all directions, and the sly fox tries to catch someone. After 2-3 people are caught, the teacher speaks: "In a circle!" and the game starts again.
Game "Deer Catching"
Tasks: practice running in different directions, agility.
Description: Two shepherds are selected from among the participants. The remaining players are deer located inside the outlined circle. The shepherds are behind the circle, opposite each other. At the leader’s signal, the shepherds take turns throwing the ball at the deer, who try to dodge the ball. The deer that the ball hit is considered caught and leaves the circle. After several repetitions, he counts the number of deer caught.
Game "Fishing Rod"
Tasks: develop dexterity, attention, speed of reaction.
Description: Participants sit in a circle. In the center there is a driver - a teacher. He holds a string in his hands, at the end of which a small bag of sand is tied. The driver rotates the rope in a circle just above the ground. Children jump in such a way that the rope does not touch their legs. Those participants whose legs are hit by the rope are eliminated from the game.
Game "Hunters and Falcons"
Tasks: practice running.
Description: All participants - falcons - are on one side of the hall. There are two hunters in the middle of the hall. As soon as the teacher gives signal: "Falcons, fly!" participants must run to the opposite side of the hall. The task of the hunters is to catch (tarnish) as many falcons as possible before they have time to cross the conditional line. Repeat the game 2-3 times, then change the drivers.
Game "Spider and flies"
Tasks
Description: in one of the corners of the hall in a circle denotes a web, in which there is a spider - a driver. All the other guys are flies. All the flies "fly" around the hall, buzzing. At the leader's signal "Spider!" the flies freeze. The spider comes out of hiding and carefully examines all the flies. He takes those who move into his web. After two or three repetitions, the number of flies caught is counted.
Outdoor game"Mousetrap"
Tasks: develop in children the ability to perform actions on a signal.
Description: Two participants face each other, join their hands and raise them higher. After that both in unison They say:
“How tired we are of the mice, they gnawed everything, ate everything!
We’ll set up a mousetrap and then we’ll catch the mice!”
While the participants are saying these words, the rest of the guys must run under their clasped hands. At the last words, the presenters abruptly lower their hands and catch one of the participants. The caught one joins the catchers and now there are three of them. So the mousetrap gradually grows. The last participant remaining is the winner.
31. Classification of outdoor games.
Outdoor games create an atmosphere of joy and therefore make the most effective complex solution to health, educational and educational problems.
Active movements, determined by the content of the game, evoke positive emotions in children and enhance all physiological processes.
Situations on the playground, which change all the time, teach children to use motor skills appropriately, ensuring their improvement. Physical qualities naturally manifest themselves - reaction speed, dexterity, eye, balance, spatial orientation skills, etc.
The need to obey the rules and respond appropriately to a signal organizes and disciplines children, teaches them to control their behavior, develops intelligence, motor initiative and independence.
Outdoor games broaden children's general horizons, stimulate the use of knowledge about the world around them, human actions, and animal behavior; replenish vocabulary; improve mental processes.
Thus, outdoor games are an effective means of diversified development.
Classification outdoor games. For ease of practical use, games are classified. A distinction is made between elementary outdoor games and sports games - basketball, hockey, football, etc. Outdoor games are games with rules. In kindergarten, mainly elementary outdoor games are used. They are distinguished by motor content, in other words, the dominant basic movement in each game (games with running, jumping, etc.).
Based on their figurative content, outdoor games are divided into plot-based and plotless. Story games are characterized by roles with corresponding motor actions. The plot can be figurative (“The Bear and the Bees,” “Hares and the Wolf,” “Sparrows and the Cat”) and conventional (“Traps,” “Fifteen,” “Dashes”).
In plotless games (“Find a partner”, “Whose link will be built faster”, “Create a figure”) all children perform the same movements. A special group consists of round dance games. They are performed to the accompaniment of a song or poem, which gives a specific flavor to the movements.
Competitive games differ in the nature of game actions. They stimulate the active manifestation of physical qualities, most often speed.
According to dynamic characteristics, games of low, medium and high mobility are distinguished.
The kindergarten program, along with outdoor games, includes game exercises, for example, “Knock down the pin,” “Get in the circle,” “Overtake the hoop,” etc. They do not have rules in the generally accepted sense. The interest of the players is aroused by attractive manipulations of objects. The competitive-type tasks implied by their names (“Who will hit it more accurately,” “Whose hoop is spinning,” etc.) in addition to the competitive one, also have a spectacular effect. They bring the little ones to games.
32, 34. Methodology for organizing and conducting pi in different age groups.
IN 1st ml. gr. Games are played with a simple and accessible plot. The heroes of the games are well known to children (cat, mice, birds). The development of movements is controlled here through the plot, cat. completely depends on the creativity of the teacher. During the game, the adult tries to interest the children, show them a pattern of movements, teaches them to act on a signal, to obey simple rules. The teacher himself plays the leading role, doing it emotionally and figuratively.
In th ml. gr. PI. They have a simple plot and simple rules, but the movements are cat. they become more diverse (climb a cube, jump up and get a toy, etc.) Kids need to be taught to play. The teacher plays with the children, fulfilling both the main and secondary roles, monitors the placement of the players, their relationships, figurative performance of motor actions, and teaches the kids to act together. Gradually, the teacher accustoms children to perform playful and responsible roles (when assigning a role, it is necessary to take into account the order). When children perform a game exercise. the teacher explains and shows it, focusing on those moments, cat. cause problems for most people.
Average age Most games have detailed plots that determine the content of the movements and character of the relationships between the players. Games occupy a significant place, such as cat. the characters' actions correspond to reality. When conducting a plot-based PI, the teacher tells the children its name, sets out the content, especially emphasizing the rules of the game, emphasizes the meaning and features of the actions of each character, shows the movements, cat. may cause difficulties for players. Then he distributes roles among the players. In gaming exercises conditions are created to achieve a certain result. Game tasks (“who is faster”, “who will throw further”, etc.) are given a competitive character.
In children's PI older age. the plot is no longer entertaining of great importance, the number of games of cat increases. no images. The rules of the games become more complex and develop the child’s ability to control his behavior. All types of games are used, including plotless and relay games. When explaining, the teacher reveals its content from beginning to end, then, with the help of questions, clarifies the rules, reinforces the poetic texts, if they are in the game, and invites one of the children to repeat its content. After this, he indicates the location of the players and distributes roles, appoints a driver, and invites the children to choose a driver themselves. During the game, he monitors the actions and relationships of children, their compliance with game rules, and uses various techniques to increase physical activity.
Methodology. PI algorithm with children younger than age.
1) Choose the right game, the task, the conditions for conducting it - taking into account the air temperature; if it’s summer, then there is no woman “snowwoman”, etc., teacher preparation: know the content of the game, learn the poetic text, ventilation in the room, wet cleaning, placement of children; highlight the leading rule and prepare attributes so that the leader differs from the children. Card conditions, a book is not allowed 2) Gathering children for a game, a way to create interest. Middle age to create interest - a riddle is used most often, observation, conversation In the old world. conversation on the topic of the game, riddle 3) Explanation of the PI. In younger age it has a step-by-step character, in the course of game actions (there is no preliminary explanation of the game). Average age short story story, cat. expresses the basic rules and children are introduced to secondary rules step by step. In older age explained in advance. Briefly highlight the content and sequence. Leading rules: a) at what signal the game begins, at the beginning of the game “1,2,3 catch”; b) at the end of the game, the rules are if I hit the tambourine, stop the game; c) what should children do if they are caught by a trap? Using questions to clarify: how to play the game “trap”, at what signal to start, at the end of the trap, what to do; caught, how to stain? Children must answer the teacher’s questions. Then in ml. age The teacher, introducing a new game, performs all secondary and primary roles. In no case should you stain, the child must play the game from beginning to end. The attributes are distributed immediately, explain step by step. Guiding the course of the game: the teacher plays a secondary role (runs, jumps, etc.) and the main one. Ends with analysis, the teacher notes everyone with positive side, and reflection: children, what was the name of our game?
Outdoor games are divided into elementary and complex. Elementary ones, in turn, are divided into plot and non-plot games, fun games, and attractions.
Story-based games have a ready-made plot and firmly fixed rules. The plot reflects the phenomena of the surrounding life (work activities of people, traffic, movements and habits of animals, birds, etc.), game actions are associated with the development of the plot and with the role played by the child. The rules determine the beginning and end of movement, determine the behavior and relationships of the players, and clarify the course of the game. Obedience to the rules is mandatory for everyone.
Thematic outdoor games are mainly collective (in small groups and the whole group). Games of this type are used in all age groups, but they are especially popular in preschool age.
Plotless outdoor games such as traps and dashes (“Traps”, “Dashes”) do not have a plot or images, but are similar to plot games in the presence of rules, roles, and the interdependence of the game actions of all participants. These games are associated with the performance of a specific motor task and require children to have great independence, speed, dexterity, and spatial orientation.
In preschool age, outdoor games with elements of competition (individual and group) are used, for example: “Whose link is most likely to assemble”, “Who is the first through the hoop to the flag”, etc. Elements of competition encourage greater activity in performing motor tasks. In some games (“Change the object”, “Who is the fastest to the flag”), each child plays for himself and tries to complete the task as best as possible. If these games are divided into teams (relay games), then the child strives to complete the task in order to improve the team’s result.
Plotless games also include games using objects (skittles, serso, ring throw, grandmothers, “Ball School”, etc.). Motor tasks in these games require certain conditions, so they are carried out with small groups of children (two, three, etc.). The rules in such games are aimed at the order of arrangement of objects, their use, and the order of actions of the players. These games feature elements of competition to achieve better results.
In fun games and attractions, motor tasks are performed in unusual conditions and often include an element of competition, with several children performing motor tasks (running in bags, etc.), the rest of the children are spectators. Fun games and attractions bring a lot of joy to the audience.
Complex games include sports games (small towns, badminton, table tennis, basketball, volleyball, football, hockey). In preschool age, elements of these games are used and children play according to simplified rules.
Outdoor games also differ in their motor content: games with running, jumping, throwing, etc. According to the degree of physical activity that each player receives, games of high, medium and low mobility are distinguished. Games of great mobility include those in which the entire group of children simultaneously participates and are based mainly on movements such as running and jumping. Games of medium mobility are those in which the whole group also actively participates, but the nature of the movements of the players is relatively calm (walking, passing objects) or the movement is performed by subgroups. In games of low mobility, movements are performed at a slow pace, and their intensity is insignificant.
D.V. Khukhlaeva, "Methods of physical education in preschool institutions", M., 1984
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Outdoor games - a school of movements. Therefore, as children gain motor experience, games need to be made more complex. In addition, increasing complexity makes familiar games more interesting.
When varying the game, you cannot change the design and composition of the game, but you can:
– increase the number of repetitions and the total duration of the game;
– complicate motor content (“sparrows” do not run out of the house, but jump out);
– change the placement of players on the court (the trap is not on the side, but in the middle of the court);
– change the signal (instead of verbal - audio or visual);
– play the game in non-standard conditions (it’s more difficult to run on sand; in the forest, running away from a trap, you can hang, clasping a tree trunk with your arms and legs);
– complicate the rules (in the older group you can rescue those caught, increase the number of traps, etc.)
Conducting outdoor games in different age groups
Play activity begins already in pre-preschool age .
In order for children to play fully, it is necessary to create a pedagogically appropriate external environment for them and select the right toys. Children of the second year of life are very active. To satisfy their need for movement, it is necessary to have a slide, benches, boxes and other aids. Children should be given enough space to run, climb steps, slide down slides, etc., and play V hide and seek, catch up.
In the games of children over one and a half years old, you can notice signs
Imitating adults. Taking this into account, the teacher engages the children V games with the help of a toy, tries to awaken their interest with an emotional figurative explanation. In younger groups, story games and the simplest non-story games such as “trap”, as well as fun games, are most often used.
Children are attracted to the game mainly by the action process: they are interested in running, catching up, throwing, etc. It is important to teach the child to act exactly on a signal and obey the simple rules of the game. The success of the game younger group depends on the teacher. It should interest children and give examples of movements. The teacher performs the leading roles in the game himself or assigns it to the most active child, sometimes preparing someone from the older groups for this. It is important to remember that the driver only pretends to catch the children: this pedagogical technique is used so as not to frighten the children and so that they do not lose interest in the game.
When conducting story games, it is recommended to use a technique that appeals to the child’s imagination. For this purpose, the figurative possibilities of the plot story are used.
Here is a sample story for the game “Sparrows and the Car.”
The children sit on the chairs and the teacher begins to tell: “Once upon a time there were little gray sparrows. On a clear sunny day they flew around the garden and looked for insects or grains. They flew up to the puddle, drank some water and flew away again. One day, a big red car suddenly appeared and started blaring “beep beep.” The sparrows got scared and flew away to their nests. Let's play this game. You will be little sparrows. The chairs will be your nests, and I will be the car. Sparrows, fly out! And as soon as the car starts buzzing “beep beep”, all the sparrows should fly to their nests.”
This explanation takes less than a minute. The teacher plays with the children, playing the role of both the sparrow and the car. Kids do not notice such a transformation. They enter into the character with pleasure, sometimes complementing it with individual actions: pecking grains and saying “peck-peck,” drinking water and squeaking “pee-pee.”
The teacher monitors the children’s figurative performance of actions, reminds them to use the entire playground, fly beautifully, imitate movements emotionally, and act whenever possible on a signal. When playing, it is necessary to constantly remind children of the game image. Various attributes significantly enliven the game: hats with images of birds, a car steering wheel, etc. The next time the game is played, children are offered new options: the sparrows return to their nests, climb onto the bench (sit on the wires), etc. By the end of the year, the role of the car can be entrusted to the most active child.
For the younger group Games with text are recommended. When playing games such as “Hare”, “Train”, etc., the teacher expressively reads the text, illustrating it with appropriate movements. Such games develop a sense of rhythm in children. Children, listening to the teacher, try to imitate his movements.
TO middle group
Children accumulate motor experience, movements become more coordinated. Taking this factor into account, the teacher complicates the conditions of the game: the distance for running, throwing, and jumping height increase; They select games that train children in dexterity, courage, and endurance. In this group, the teacher already distributes roles among the children. The role of the Leader is initially assigned to children who can handle it. If the child is unable to accurately complete the task, Non may lose faith in his abilities and it will be difficult to attract him to active actions. The teacher celebrates the children’s successes in the doctorate, fosters goodwill, forms honesty and justice. In the middle group, plot games such as “Cat and Mice”, “Kittens and Puppies”, “Mousetrap”, etc. are widely used, non-plot games - “Find yourself a mate”, “Whose link will get together soon?” etc.
As in the younger group, the teacher, when conducting a story game, uses a figurative story. Fairy-tale play images encourage the child to combine real features of the perceived plot into new combinations. The imagination of a child of the 5th year of life is of a recreative nature, so the teacher must guide its development all the time. In this regard, the role of a figurative plot story is great. For example, you can offer children the game “Kids and the Wolf.”
The teacher says: “Once upon a time there lived a mother goat with steep horns, gentle and kind eyes, and smooth gray fur. The goat had little kids. Mom loved her kids and played with them. The kids ran and jumped merrily around the yard. When mom went out to graze the grass, she told the children to sit in the house and not open the door for anyone, especially the evil wolf. “When I return, I’ll knock on the door and sing a song: Little goats, kids, open the door, unlock it, your mother has come and brought milk.” The huge gray wolf really wanted to catch the little Nyuzlyat. He overheard the mother goat's song and decided to trick the kids. Only the mother goat is at the door, and the gray wolf is right there. He knocks on the door and says in a rough voice: “Little goats, kids, open the door, unlock it, your mother has come and brought milk.” He sang a song and waited. And the kids heard a rude voice and guessed that it was a wolf. “We hear, we hear,” they shouted, “not my mother’s voice, go away, evil wolf, we won’t open the door for you!” So the wolf went back into the forest. And then my mother came and sang tenderly, in a gentle voice: “Little goats, kids, open the door, unlock it, your mother has come and brought milk.” The little goats opened the door for their mother. They said that a gray wolf came, but they did not let him into the house. Mom praised the obedient children, then gave them milk. And they began to run, jump and play in the yard.”
The teacher takes on the role of a goat mother, chooses a wolf from among the children, and the rest of the children pretend to be goats.
The teacher reminds the children that they can “open the door to mom” only after the last words of the song are heard.
This explanation of the plot does not take more than one and a half minutes. It does not reduce the motor activity of children or the motor density of the game. At the same time, children’s passion for play makes it possible to solve educational problems in a complex manner.
In children's outdoor games senior preschool age
more complex movements are used. Children are given the task of instantly reacting to changes in the game situation, showing courage, intelligence, endurance, ingenuity, and dexterity.
Children's movements senior group They are characterized by greater coordination and accuracy, therefore, along with plot and non-story games, games with elements of competition are widely used, which at first it is advisable to introduce between several children who are equal in physical strength and development of motor skills. So, in the game “Who will reach the flag faster?” The task is completed by 2-3 children. As children master skills and navigate in space, competitions on links are introduced. The best team is considered to be the one whose members complete the task quickly and correctly.
IN school preparatory group Most children are proficient in basic movements. The teacher pays attention to the quality of movements, making sure that they are light, beautiful, and confident. Children must quickly navigate space, show restraint, courage, resourcefulness, and creatively solve motor problems. In games, it is necessary to set tasks for children to independent decision.
So, in the game “Colored Figures”, children are divided into links and a team member is chosen in each. At the teacher’s signal, children with flags in their hands scatter around the hall. At the command “Circle!” they find their leader and form a circle. Then the task becomes more complicated: the children also scatter around the hall and at the command “In a circle!” They are built around the leader, and while the teacher counts to 5, they lay out some figure from the flags.
This complication of the task requires children to be able to quickly switch from one activity to another - in in this case from active running to performing a collective creative task.
By searching for solutions to certain motor problems in outdoor games, children themselves acquire knowledge. And knowledge acquired through one’s own efforts is assimilated consciously and imprinted more firmly in memory. Solving various problems gives children confidence in their abilities and brings joy from independent small discoveries.
With the skillful guidance of the teacher, outdoor play successfully develops creative activity children: they come up with game options, new plots, more complex game tasks.
Each player must know his task and, in accordance with it, perform an imaginary role in the expected situation.
Entering into a role forms in children the ability to imagine themselves in the place of another, mentally reincarnate in him, allows him to experience feelings that in everyday life life situations may not be available. Thus, in the game “Firemen in Training,” children imagine themselves as brave, dexterous, courageous people, not afraid of difficulties, ready to sacrifice themselves to save others.
Since the game includes active movements, and movement presupposes the practical development of the real world, the game provides continuous exploration, a constant influx of new information.
Thus, outdoor play is a natural form of social self-expression of the individual and creative exploration of the world.
In a number of games, children are required to be able to come up with movement options and various combinations of them. These are games like “Make a Figure”, “Day and Night”, “Monkey and Hunters”, etc. Initially, the teacher plays the leading role in composing variations of movements. Gradually he involves the children themselves in this. Entering into a role and figuratively conveying the nature of movements is facilitated by children coming up with exercises on a given topic. For example, come up with an exercise that imitates the movements of animals, birds, beasts (heron, fox, frog), or come up with and name an exercise, and then perform it (“Fish”, “Snowplow”, etc.).
An important role in the development of children's creative activity is played by involving them in composing variants of games and complicating the rules. At first, the leading role in varying games belongs to the teacher, but gradually children are given more and more independence. So, when playing the game “Two Frosts” with children, the teacher first offers the following option: whoever gets “frosted” remains in place, and the children, running to the opposite side, should not touch the “frozen” ones; then the teacher complicates the task: while running away from the “frost”, the children must touch their “frozen” comrades and “warm” them up. After this, the teacher invites the children themselves to come up with options for games. The most interesting ones are selected from the proposed options. For example, the children decided that it would be more difficult for the “frost” to “freeze” the athletes, so during runs the children imitate the movements of skiers and skaters.
Using the method of creative tasks, the teacher gradually leads children to inventing outdoor games and organizing them independently.
For example, Dima E., six years old, having visited a mountaineering camp with his parents in the summer, came to kindergarten, offered new game, which he called “Mountaineers”. It’s interesting that he began his explanation of the game with a plot story:
“On the vast territory of our Motherland there are deep rivers and lakes, waterless deserts, wide plains and high mountains. The mountains reach their peaks into the sky. Grass spreads at the foot of the mountains in summer. And at this time the snow caps turn white on the peaks, which do not melt even in extreme heat, because it is very cold at the top.
To climb to the “top”, you need to walk along narrow mountain paths (benches), climb into a cave (arcs placed in a row), jump over cracks in the rock (jump over a rope) and, finally, climb to the top (climb a gymnastic ladder) . The group that reaches the top first will win.”
Thus, an indicator of children’s creativity in the game is not only the speed of reaction, the ability to enter into a role, conveying their understanding of the image, independence in solving motor problems in connection with a change in the game situation, but also the ability to create combinations of movements, game options, and complicate the rules. The highest manifestation of creativity in children is their inventing of outdoor games and the ability to organize them independently.
In the preparatory group for school, along with plot and non-story games Relay races, sports games, and games with elements of competition are held.
Children preparatory group must know all the ways to select presenters and widely use counting rhymes.
Children of all ages have a great need for play, and it is very important to use outdoor play not only to improve motor skills, but also to develop all aspects of the child’s personality. A well-thought-out methodology for conducting outdoor games helps to reveal the child’s individual abilities, helps to raise him healthy, cheerful, cheerful, active, able to independently and creatively solve a wide variety of problems.