Victoria Kalugina
Formation of initiative and independence in older preschoolers in play activities

Modern Primary School makes high demands on the level of readiness of children preschool age for schooling. Kindergarten, being the first step in the education system, performs an important function of preparing children for school. Because of how high quality and timely preschooler will be prepared for school, the success of his further education largely depends.

Among the qualities of a future student, researchers highlight independence of the child, because it contributes to the development of his personality as a whole. IN Lately established "humanistic" development approach child: he was recognized the right to be a person. BUT independence- Faithful companion of personal development.

What is independence? It would seem that the answer lies on the surface, but everyone understands it differently.

This is an action that a person performs on his own, without the prompting and help of others;

The ability to rely only on one's own strength;

Freedom of expression of their feelings, creative ideas;

Ability to manage yourself and your time;

Ability to take on new challenges and solve them himself.

It is difficult to object to these definitions. They clearly point to human independence. What is included in the concept « independent activity» .

« Independent activity» most fully determined by A.I. Zimnyaya. By her definition, independent activity is presented as purposeful, internally motivated, structured by the object itself in the totality of actions performed and corrected by it in terms of the process and result activities. Its implementation requires a sufficiently high level self-awareness, reflectivity, self-discipline, personal responsibility, gives the child satisfaction as a process self-improvement and self-knowledge».

In this way," independent activity, or amateur performance"is a subjective, actually individual self-managed activity, with personally conditioned components: goal, leading need, motivation and ways of implementation.

On the independence affects the child's intelligence, emotional state, physiological and individual characteristics, a large place is given to inventory.

With a concept « independent activity» closely related concept « self-activation» is subjectively correlated intrinsic motivation activities.

Of particular importance for development in preschool age has stimulation and maximum use of the motivation to achieve success in educational, labor and children's play activities.

The actual process independent activity presented in the form triads: motive - plan (action)- result.

The motive encourages the child to activities. It can be created in different conditions:

– enrichment of the arsenal of skills;

- encouraging children through changing conditions;

- setting new tasks.

The value of the game in the development and upbringing of the personality is unique, since the game allows each child to feel like a subject, to show and develop his personality, subjectivity, initiative.

The process of interaction of children in the game is a means of developing their independence.

Usage game techniques and methods, their sequence and interrelation will contribute to solving this problem.

To determine the level of manifestation initiatives in children at home, we conducted a survey of parents.

The results of data processing showed that the level initiative in the game is not formed enough. The graph in the presentation shows that only 10% of children know how to play on one's own without the help of an adult. Only 30% of children have a game preparation phase, which shows us the inability of most children to set a goal in the game, and this is one of the main components independent activity. On the other hand, most children (60 and 70%) comes into contact with initiative in play with children and adults.

All children show imagination in the game, which indicates formation the initial stages of the plot gaming activity.

So, according to the results of this survey of parents, those difficulties were identified that were worked out with the help of organizing role-playing games in the kindergarten group. BUT exactly: development of the ability to set the goal of the game, game task, develop game plot, performing a series of sequential actions, take on a variety of roles, activate the cognitive activity of children, achieve performance in the game. All this was realized with the help of competent guidance of role-playing games for children. senior preschool age.

As a result of the implementation of this direction of pedagogical influence, the following data:

From the data of the graph one can see an unambiguous positive dynamics: ability to play on one's own, without the help of an adult was detected in 50% of children (an increase of 40%, a phase of preparation for play appeared in 60% of children (an increase of 30%, an increase of 20% in the number of children who come into contact with peers in initiative in the game.

Based on the data obtained, the following conclusions can be drawn that the conditions development of independence and initiative, as well as social gaming experience are:

1. Game teacher, i.e. carrier gaming experience.

2. The use of different types of games in the work, special emphasis is placed on the plot- role-playing games.

4. The interests and desires of children are the starting point for the plots of games.

5. Good management and leadership children's play activities: designing role-playing games; preparation of a subject-developing environment; monitoring the development of skills gaming activity, as well as social skills: autonomy and initiative.

An important task is the formation of the ability to independently distribute roles using different draws.

When guiding role-playing games, we used the following techniques (usually indirect):

1. Straight:

introduction of attributes that do not require special training,

taking on the role of a hint during the game,

adding a new attribute

direction of the game in the right direction,

switching attention to another game situation.

2. Indirect:

reading excerpts from newspapers and magazines,

viewing pictures and posters,

production of attributes in the classroom for labor,

conversations, acquaintance with the work of adults.

Sometimes, when distributing roles, an adult can assign roles, guided by a specific pedagogical task (encouraging a newcomer, including a timid one in the game, or joining the game himself.

ATTACHMENT 1

Conducting a role-playing game "Polyclinic"

Tasks:

Enrich play and personal experience of children, to expand the understanding of the surrounding reality.

Use works of art as a source information and impressions.

- form interest in classical music.

Activate in speech and clarify the name of tools, medical professions, teach to understand the purpose of professional actions.

Develop children's social relationships through understanding the professional adult activities.

Enrich ideas about the work of doctors in different areas (pediatrician, ENT, ophthalmologist, nurse etc.).

Learn to name and convey in the game the professional actions of medical workers.

- form the grammatical structure of speech, the culture of communication, the ability to explain, answer questions.

- Form a dialogic form of speech.

Raise respect for the work of the medical profession.

Contribute to the expansion of the range of role-playing activities.

To teach to perform the actions provided for by the role, to coordinate them with the interests of comrades.

Use your knowledge and experience in the game, mutual assistance.

Promote formation communication skills.

- Formation friendly and caring attitude towards each other.

Preparing for the game:

1. Manufacture of attributes:

Making certificates from paper;

Production of tablets and vitamins from plasticine;

Collection of empty medicine and vitamin boxes;

Production of medical cards.

2. Enrichment of impressions:

Examination of illustrations for the work of A. Barto “Tamara and I are orderlies”;

Listening to a piece of music by P. Tchaikovsky "Doll Disease";

Consideration of the plot picture "At the doctor";

Reading the fairy tale by K. Chukovsky "Aibolit";

Excursion to the medical office of the kindergarten;

Reading an excerpt from the work of V. Mayakovsky "Who to be";

Invite parents with children to go on an excursion to the clinic;

Didactic game "Magic box";

Have a conversation at the end of the tour.

3. Training game techniques:

Learn how to use attributes

Learn to lay out attributes;

To teach children who have taken on the role of a doctor, to give recommendations "sick".

Learn to unite in the game and use dialogues.

The motivation of the game of the younger preschooler is an expression of the need for vigorous activity. The game is the main occupation of a child of primary preschool age. It has a huge impact on the development of imaginative thinking, forms the ability to think through a plan of one's actions and choose a line of behavior. Game motivation determines the basic psychological mechanisms of a child 2-4 years old.

Development of game motivation in preschoolers

Most important aspects the psyche of a person develops in the game. It is thanks to her that the main ethical principles stand out in the mind, and the formation of cognitive activity in preschoolers takes place. The main aspiration of any kid is to become like an adult. In early childhood, the child is not yet able to fully manage his desires. It is his desires that guide him. This feature gives parents and teachers a variety of opportunities to motivate, direct his hobbies and aspirations.

The development of motivation in preschoolers should not be a stage preceding learning. These two processes must occur in parallel. Educational activities at an early age must be organized in such a way that it is varied, exciting, and also provides an opportunity to fantasize.

Characteristics of the formation of motivation

The development of the motivational sphere of a preschooler is not only the task of employees educational institutions. Parents have to do a lot of the work. The child in the family circle should be provided with a positive early learning experience - developmental activities that contribute to preparation for school.

Domestic teachers and psychologists consider didactic games to be the leading way to form motivation and abilities in the learning process. The content of the games of preschoolers differs from the games of older children. They are associated with some limited life experience, features of the development of imagination, thinking, speech. Children are not able to imagine the entire course of the game before it starts, they do not understand the logical sequence of actions. Their behavior looks somewhat erratic, they quickly switch attention, get carried away by foreign objects.

Problematic and creative tasks are required. Young children often repeat in the game the actions that adults showed them. Tasks should help solve life problems, learn to compete, and perform everyday functions. It is advisable to select the level of difficulty separately for each child.

Game motivation in the independent activity of preschoolers is based on a set of rules. The action must be organized, an agreement on the rules is necessary between the participants. If the activity is competitive in nature, the criteria for selecting a winner must be determined in advance. The rules do not set limits, on the contrary, they provide a framework that allows a preschooler to learn self-regulation, to control their behavior. Rules show kids how justice is embodied.

Preparing younger preschoolers for school

Preschool childhood is the main period of the child's formation, development of his skills and abilities. At this time, you need to teach the baby to love himself, his friends and relatives, to be friendly and kind, to treat others with respect. In addition, the child must retain the innate thirst for knowledge. If in the first 3-4 years of life he learns to assimilate new information, concentrate, analyze and draw conclusions, then his readiness for school can be considered satisfactory.

The game is not only fun and entertainment. With its help, you can develop memory, thinking, attention, imagination and other qualities that are necessary for studying at school. While playing, children acquire new knowledge without even knowing it. Psychologists call games the school of life. They facilitate the process of forming ideas about the world and assimilating information.

The main aspects of preparing a child for successful schooling are psychological, emotional and intellectual readiness. Play is an active form of learning. It simultaneously works 2 directions: cognitive and entertaining. The cognitive motivation of preschoolers is excellently developed by role-playing games. It is an indispensable tool for the full development of the child.

In the course of games with entertaining material, preschoolers master the ability to independently search for a solution to a problem. The teacher equips children only with the scheme and the basics of problem analysis. Such games actively contribute to the development of ingenuity, design abilities, logic, and spatial imagination. The motivational sphere of a preschooler is extremely flexible, it can be easily adjusted with the help of interesting exercises. Praise from elders for success is a reward for which children will willingly agree to try new activities.

Games should cover all areas. Stimulating the motor activity of preschool children is no less important than working on their emotional or intellectual development. Recently, the requirements that schools place on primary school students have increased. Without strong motivation, the child will not be able to cope with either the standard curriculum or the alternative one. Therefore, only comprehensive training can make a future student competitive.

The systematic nature of classes has a great influence on the development of the motivational sphere of a preschooler. If parents and teachers, for one reason or another, cannot regularly conduct classes with a child, he loses the ability to solve complex problems, since his analytical skills are deprived of constant practice.

Formation of motivation through gaming activities

With the help of games, one can highly develop the motivational readiness for school in preschoolers. Motivation is the driving force that gives meaning and direction to action. The vast majority of children respond well to 4 main types of game motivation:

1. The toy needs help. The teacher talks about a toy that needs a friend. Children are usually willing to rush to help a fairy-tale character who is in trouble. This situation involves them in solving an intellectual problem: they are looking for a way out of the situation. If the doll's house is broken, the child builds new house. If the bear has a stomach ache, the baby tries to cure it. Such a game teaches to help, care, protect.
2. An adult needs help. The teacher says that he is going to do something, but it will be difficult for him to cope with this matter alone. Children love to do something with their elders, they are pleased to help and receive approval. Moral education in such tasks should be age-appropriate, and should not be forced to help an adult.
3. Teach an adult. The teacher asks the child to teach him to do something. Toddlers like to feel capable and knowledgeable, so motivation comes naturally.
4. Make an item for yourself. The desire to work develops as early as 1-2 years old, and at 3-4 years old children directly connect the attitude of adults towards them with their achievements. They like to demonstrate the result of their own work. If the subject that the teacher offers to do is of interest to the child, the kid will willingly begin to look for ways to solve the problem.

Motivation in preschool children must be complex, otherwise it will not be effective. Every child needs a stimulating environment and self-confidence. The results of the diagnostic tests that each school conducts show that in recent years, the interest in learning among the majority of children has decreased. Inadequate motivation of preschoolers to learning leads to a number of problems. Children lose self-respect, cannot build interpersonal relationships with peers, and fail to cope with the tasks of teachers.

Game motivation is a special methodological technique designed to help manage people's activities in a game form. Despite the fact that in the not so distant past, game motivation was used mainly when working with children, today this method is practiced in most areas of human life, and it is applicable to people of various age categories. And in gamification, game motivation plays one of the most important roles, which is why we decided to devote the first lesson of our course to this issue.

As it should be assumed, game motivation is most directly related to the concept of motivation in general. With her detailed description and features you can get acquainted in one of the lessons (lesson ""); here we will only briefly recall what motivation is in general, why it needs to be managed, and what are the advantages of game motivation.

What is motivation

Speaking in a common language, motivation can be described as the internal impulses of a person that encourage him to perform any action; a special inner feeling that makes you do something. Moreover, this can concern absolutely everything, from getting up in the early morning and ending with the achievement of specific goals, life results, etc. Motivation is the basis of any action taken by a person.

It would not be superfluous to note that if there were no motivation, life around, most likely, would simply stop, because nothing in the world, except motivation, can force a person to work to implement changes both in the world around him and inside his personality. If we project it specifically on a personal level, then the lack of motivation nullifies any progress in any area of ​​life. Interpersonal interaction, financial well-being, career growth, health status, self-realization - the development of any of these components (and many others) will stand still if it is not supported by internal incentives. And just here it is appropriate to mention the management of motivation.

Why Motivation Requires Management

Each of us achieves success in certain areas of life. Each of our days is filled with various events and activities. The reason for all this is, as it has already become clear, nothing more than motivation. However, in this whole picture there is one important point which needs to be given attention.

The fact is that stimulation, forcing a person to perform actions, in most cases is not used to the maximum, as many are convinced. As a rule, the mechanism of stimulation operates automatically, mechanistically, or, so to speak, on autopilot, which is why it is not able to bring all the benefits, advantages and rewards that it can.

But if we ask ourselves the question of controlling our internal states and impulses and begin to study this topic, we will be able to make such changes in any area of ​​​​our life that we could not even imagine until now. When a person knows exactly what to do and what to avoid, power over himself appears in his arsenal of methods for creating change - a tool that can force him to do everything necessary to achieve what he dreams of and make life the way he wants .

Maintaining an active state in oneself, the desire to act, create and move forward - this is the management of motivation. And at present, psychologists and other specialists in the field of personality study have developed quite a lot of ways to control people's activities. Among them are financial incentives, coercion, standards, recognition, satisfaction of needs, etc. But, unfortunately, not all of these methods affect a person and his motivation equally effectively: if, for example, the same recognition is important for one, it may be indifferent to another; if by means of coercion one group of people can be forced to work, on the other it can cause the exact opposite result, and so on. Therefore, it is recommended to choose more universal methods for managing activities, through which it is realistic to influence not only not only the majority of people individually, but also in large numbers. That is what gaming motivation is all about.

The most effective form of activity management

So what are the benefits of gaming motivation? This issue requires, albeit small, but separate consideration.

If we turn to the history of development, we can immediately understand the most important function of the game, which is the spontaneous and most effective way of learning. When a child plays, he masters the world around him. Initially, this is the world of objects (the child manipulates cubes, balls, designer parts, etc.), and then the social world (interaction with other people begins). It is the game method of learning that has proven its effectiveness and ease of use over many years of practice, because it is very easy to use. It is also interesting that for the most part children are very fond of playing, and the skills that they receive are not only fixed, but remain with them for life.

As a person grows older, games begin to leave his life, and even if it does not sound grandiloquent, it becomes no longer so interesting. However, the game, even in adulthood, can always be returned. Remember at least business games, trainings, team building - even in the life of "big and important uncles and aunts" the game approach to learning is extremely effective, which is proved not only by the achievements of people, but also by the prevalence of game methods today.

As for the advantages of gaming motivation, there are several of them. Firstly, it activates human emotions, and they, in turn, paint any, even the most seemingly boring and routine process with bright colors. Secondly, it immerses a person in the state of a child (in a good and healthy sense of the word): creative potential is revealed, a feeling of rivalry appears, a desire to win, to appear outside the box, to apply original solutions, avoiding clichés and patterns. Thirdly, there is freedom from stereotypes and. And, finally, there is almost 100% involvement in what is happening when a person lives in the moment "now", feeling its value. Game motivation gives rise to a deep need in a person to find a solution to a problem or task, and this is accompanied by states of lightness and joy from what he is doing. And another obvious advantage of game motivation is that it is applicable to any sphere of life. But let's recap the above.

If we sum up everything we have said, common denominator, we get the following advantages of game motivation and activity:

• Aligning the goals of the game with the needs of the people involved
• The absence of contradictions between the abstract nature of the game and the real problems that need to be solved
• The ability to connect a wide range of problems with the depth of their understanding
• Compliance of the game with the logic of activity
• The presence of social interaction that can prepare for professional communication
• High degree of participant involvement
• The presence of high content feedback
• Opportunity for a person to show their maximum qualities
• Activation of reflexive processes, contributing to the interpretation and comprehension of the results obtained
• Formation of the ability to overcome stereotypes
• Formation of attitudes of professional activity
• The opportunity for a person to objectively evaluate himself and his capabilities and, as a result,

The use of game motivation allows you to get such an experience that can be much more productive than any other, including those obtained in professional field activities. This happens due to an increase in the scope of reality, a visual representation of the consequences of decisions made and the possibility of testing alternative solutions. The information that a person operates in the real world is inaccurate and incomplete, and in the game he can be guided by albeit incomplete, but accurate data. This allows you to be confident in the results and stimulate the process of taking responsibility for your actions. The advantages indicated by us, in fact, determine the success and effectiveness of gaming motivation.

Despite all of the above, to understand gamification and its features, as well as the intricacies of applying in practice, knowledge of game motivation alone may not be enough, because the topic of motivation is generally very voluminous. With this in mind, here are a few theories of motivation and their main points - this information will help you better understand how to use game approaches in non-game processes.

Theories of motivation as a key to understanding and applying gamification

• Motivation - a person desires to perform an action
• Ability - a person can perform an action without problems
• Push - a person receives a signal that directs him to perform an action

The most important among these factors is precisely the first one - motivation, and specialists, in particular psychologists, show maximum interest in it, as can be judged by the number of created models that describe what motivates people and why it acts the way it does.

Naturally, it is simply impossible to cover and consider them all within the framework of one lesson, and we will only talk about three theories of motivation that, in our opinion, will be more useful in studying gamification and for its customization and application.

These include:

• "Drive" by Daniel Pink
• Radical Burres Frederick Skinner

Learn more about each of the theories.

Abraham Maslow's pyramid of needs

The theory of motivation, now known as Abraham Maslow's Pyramid of Needs, is considered not only one of the most famous, but also one of the earliest in the history of psychology - it was developed in 1943. It is likely that you are already familiar with it, but if not, then you can read about it in detail.

According to Maslow's Pyramid, there are five basic levels needs (from lowest to highest):

• Physiological needs: sexual desire, thirst, hunger, etc.
• Existential needs: security, confidence in the future, constancy of living conditions, etc.
• Social needs: caring for others, attention to oneself, communication, social connections, etc.
• Prestigious needs: career growth, social recognition, self-respect, etc.
• Spiritual needs: self-expression, self-actualization, etc.

Schematically, the Pyramid is shown in Figure No. 1:

The researcher believes that the needs presented are what makes people do what they do. If you dig deeper, people's behavior is influenced by the desire to satisfy their physical and psychological needs. The first four levels of needs are easy to understand - according to Maslow, these are scarcity needs, i.e. need for what is missing. But the fifth level raises questions - how to understand the need for self-realization?

In his numerous writings, Abraham Maslow, referring to this fifth level, interprets it as meta-needs or the needs of being. It is a combination of many motivators of the highest degree, also called meta-motivators - non-material benefits that a person strives for. It is meta-motivators that play the main role in the process of gamification.

At the same time, along with Maslow's classical theory of motivation, a more modern one can be distinguished - the so-called "Drive" by Daniel Pink.

"Drive" by Daniel Pink

Daniel Pink's book "" was published in 2009. The author, based on modern experience and modern data, says that in today's society, where Maslow's low levels of needs are already more or less satisfied, the main motivation for people is the upper levels - internal motivators. Curiously, these motivators are absolutely identical to Abraham Maslow's meta-motivators, located at the level of the spiritual needs of his scheme. Pink, in turn, concentrates exclusively on them.

Thus, Daniel Pink highlights:

• autonomy
• Mastery
• Meaning

This is where we come to the fact that most motivators, like needs, are remarkably similar to game mechanics and dynamics. For example, the management of Zynga, realizing that the vast majority of people have a gaming personality type “party-goer” (we will look at the types of players in lesson 4) and need to satisfy the need for, developed the FarmVille game on the Facebook social network. This game is a real-time farm management simulation and satisfies people's need for social approval and social cohesion.

Giving people titles, statuses, achievements, etc. is considered one of the most common game mechanics, but in real life, all this is a disguised satisfaction of the need for respect.

Figure 2 will help you visually see the parallels between Maslow's Pyramid of Needs and Pink's Drive:

It is obvious that spiritual needs, such as self-actualization, self-realization, the meaning of life, etc., are of primary importance in Pink's Drive. But it would be a mistake to be guided only by these data, because there are theories that speak of opposite things, for example, the behaviorism of Burres Frederick Skinner.

The Radical Behaviorism of Burres Frederick Skinner

Skinner's radical behaviorism is a completely different psychological school. Its main premise is that human behavior is the result of a complex impact on his personality of external conditions through reinforcement (influencing behavior with the help of incentives) and learning. Skinner's theory ignores innate needs and takes into account only external environment and reinforcements for shaping and managing human behavior. In fact, the reinforcers learned by a person eventually become his motivators. In gamification, reinforcements can be described as points (points and points will be discussed in Lesson 2).

Quite a lot of game techniques have been created using the principles proposed by Skinner, which is why their core is point system. But points can only become a reward if they are applied correctly, and this already depends on the schedule of reinforcements (rewards), i.e. on how often, in what quantity and when points are issued.

Among other things, Burres Frederick Skinner has characterized the impact of different reward schedules on player responsiveness and presented the actions that different schedules can induce. For example, a schedule based on fixed reward intervals is ideal for increasing activity ahead of a deadline (the deadline by which work must be completed). And the schedule with a fixed proportion of rewards, as well as the previous schedule, can be used to teach a person new behavioral patterns. The variable interval chart has been most effective in situations where it is required to reinforce already learned behaviors. In turn, a variable proportion plot should be used to preserve the behavior, as in many respects it is based on gambling addiction. The last graph indicates how important "surprises" are in the gamification process. By the way, it serves as the basis of the lottery game mechanics and some other motivators belonging to the preliminary category.

Summing up the conversation about motivation and theories of motivation in terms of gamification, it will be extremely useful if we also touch on one more concept, knowledge of which will help to get closer to understanding gamification in general. This concept of “flow” is well known from the work of the famous American psychologist Mihaly Csikszentmihalyi.

The state of the flow and its essence in gamification

As Mihaly Csikkszentmihalyi described it, it represents the most optimal state intrinsic motivation, being in which people are completely immersed in what they are doing. Sometimes it is also called the state of passion, experiencing which a person, as it were, abstracts from physical sensations and time, and also loses his ego for some period.

Although flow is described as a highly desirable mental state, it is not easy to achieve it. Part of the reason is that people have internal conflicts about what they really want. So, speaking at the 2006 TED conference, dedicated to the dissemination of original and unusual ideas on the topics of art, science, design, culture, business, politics and others, a well-known author of books on motivation spoke about six emotional needs of people. The first of them concerned precisely certainty, and the second, no matter how strange it may sound, uncertainty, which completely contradicts the first.

It may seem that people are very inconsistent, but in reality there is a very thin line between certainty and uncertainty. This boundary is the state of flow we are considering and presented by Csikszentmihalyi.

In a huge number of situations, people prefer a state of control that gives them a sense of security and safety. But, at the same time, people chronically "do not digest" boredom. However, along with the acquisition of any skills for a long time, people sink into a state of boredom if they are not given a more difficult task. And it is things like variety, surprises, unforeseen circumstances, trials, and so on that act as motivators for most people.

In real life, everything that goes beyond the ordinary plunges a person into a state of excitement, because it is almost always quite problematic for him to find tasks with the level of complexity that will best suit his skills. As a result, the tasks are either too simple, i.e. boring, or very difficult, i.e. frustrating. Based on this, the whole paradox of human motivation in reality lies in his desire to find this barely perceptible border between the state of certainty and uncertainty.

Figure 3 shows Csikszentmihalyi's diagram, which allows you to better understand the essence of our explanations:

Now we can draw a full conclusion.

Turning to the ideas of Abraham Maslow (as well as Daniel Pink), we can understand what people want, and these internal needs are their driving force for them. On the other hand, Burres Frederick Skinner tells us that if we take appropriate reinforcements (rewards) into the work, people's internal needs can be bypassed, and instead of satisfying them, they can simply be rewarded with points, as a result of which they will learn and be in a motivated state. only thanks to the accumulation of these very points. However, in the long term, it is extremely inefficient to distribute points “stupidly”; people will quickly begin to "die" of boredom. Gamification, if it is to be successful in this business, must be adapted to the skills people have. In other words, it should be such that the boundary between certainty and uncertainty is found in it, allowing one to enter the state of passion or flow, which Mihaly Csikszentmihalyi spoke about - the state of internal motivation.

Of course, there are a huge number of other psychological theories of motivation, and this topic we have considered is far from exhaustive. But we sincerely hope that the information provided will allow you to get closer to understanding gamification as a process of applying gaming methods to non-gaming activities. In the future, we recommend that you take into account the information received and build your personal gamification based on the psychological aspects of human activity motivation (of course, along with the knowledge that you will receive after completing the entire course).

In the next lesson, we will talk about the main game elements of gamification - points, ratings and badges, and also talk about the Pyramid of elements created by professionals in the presented field - Kevin Werbach and Dan Hunter.

Test your knowledge

If you want to test your knowledge on the topic of this lesson, you can take a short test consisting of several questions. Only 1 option can be correct for each question. After you select one of the options, the system automatically moves on to the next question. The points you receive are affected by the correctness of your answers and the time spent on passing. Please note that the questions are different each time, and the options are shuffled.

Without motivation from an adult, a preschooler will not be active, motives will not arise, the child will not be ready to set goals. Motivation is a set of internal and external driving forces that induce a person to activity, give this activity an orientation focused on achieving the goal. This is the motivation of children's behavior (through their needs, personal motives, goals that are interesting to them, value orientations, etc.), which guides and organizes children, and also gives meaning and significance to the activity for the child himself

Motives related to children's interest in the world of adults. The desire to act like adults. Wanting to be like an adult. Game motives. Interest in the game itself. Motives for establishing and maintaining positive relationships with adults and other children. The desire to earn affection, approval, praise from adults is one of the main levers of his behavior. Motives of self-love, self-affirmation. The child claims to be respected and obeyed by others, to pay attention to him, to fulfill his desires. Children's claims to play the main roles in games. Children of three to five years old are self-affirmation in the fact that they attribute to themselves all the positive qualities known to them. Cognitive and competitive motives Younger preschool age - often listen to the explanations of adults only if they need the information received for practical activities. Senior preschool age - interest in knowledge becomes an independent motive for the child's actions, begins to direct his behavior.

A child of three to four years old does not compare his achievements with the achievements of his peers. Middle and senior preschool age - the desire to win, to be the first. moral motives. Younger preschoolers act in accordance with moral standards only in relation to those adults or children for whom they feel sympathy. Senior preschool age - children's awareness of moral norms and rules, understanding of their universal validity, their real significance. Public motives are the desire to do something for other people, to benefit them. Younger preschoolers can perform a simple task in order to please other people, but for this it is necessary that children vividly imagine the people for whom they are doing the thing, feel sympathy and sympathy for them.

1. Provide more autonomy. Let the child make "discoveries" himself, do not rush to present him with knowledge in finished form. 2. Try to show the need for each knowledge, give examples. 3. Associate new knowledge with those already learned and understood. 4. The task should be neither too difficult nor too easy. It must be feasible. 5. Show interest in the lessons yourself, create a positive emotional background. 6. Let the child feel his successes, achievements. Celebrate his "growth", patience, diligence. 7. Assess objectively the capabilities and abilities of each child. Try not to compare him with other children, only with himself. This approach focuses the child on their own improvement.

Firstly, the child must know that the result of his work is necessary for some game character. Secondly, in order to draw the attention of children to the needs or concerns of the game character, special techniques are required. Thirdly, in order for the children to be actively involved in the work, the teacher explains: in order to save the game character, exactly the subject is needed that ... Fourthly, one should not forget that children solve not an educational, but a game task. They are in the game world.

Technology of the activity approach (structure of classes) Introduction to the game situation Motivation, updating knowledge Statement of the problem of difficulty Exit from Application of new knowledge in practice Systematization of knowledge Reflection of children's activities Technology used

1. Introduction to the game situation (The leading activity of a preschooler is a game. And we will play) Creating a game situation (game moment). Psychological mood: greeting, establishing visual, tactile contacts. 2. Motivation, actualization of knowledge, ideas Formation of ideas about the upcoming activities. (The game situation should be directly related to the topic of the lesson: what children need to be taught). 3. Statement of the problem. Difficulty in a game situation. Acquaintance of children with the features and objectives of the upcoming activities. Giving personal significance to the upcoming activity. (Children fix in a speech that they can’t play further, because something cannot be done). 1. Introduction to the game situation (The leading activity of a preschooler is a game. And we will play) Creating a game situation (game moment). Psychological mood: greeting, establishing visual, tactile contacts. 2. Motivation, actualization of knowledge, ideas Formation of ideas about the upcoming activities. (The game situation should be directly related to the topic of the lesson: what children need to be taught). 3. Statement of the problem. Difficulty in a game situation. Acquaintance of children with the features and objectives of the upcoming activities. Giving personal significance to the upcoming activity. (Children fix in a speech that they can’t play further, because something cannot be done).

Get a gift (for example, pre-prepared gifts are “under locks”; on the back of the drawn locks are tasks that need to be completed); help the hero; solution of domestic issues; travel (it is important not to “lose” anyone, we pay attention to mutual assistance); competition (only for 56-year-old children, team classification, we pay attention to mutual assistance). Finding a way out of a difficult situation (What will we do? With what help? What is missing? What needs to be done? How will we do it?) Introduction of new information by the teacher to solve the problem. The teacher offers several types of activities, techniques, materials for solving a problem situation. Telling, explaining, leading children to resolve the situation. Independent application of the new in practice. Or updating existing knowledge, ideas. (completing of the work). Mastering methods of action, application of skills and abilities. Organization of practical activities, provision of necessary assistance and emotional support (individually - a differentiated approach). Organization of interaction in achieving results.

Systematization of knowledge. How was the problem solved? With using what? What have you learned? Where is this knowledge useful? 7. Reflection. Formation of elementary skills of self-control. Checking the results. Correcting possible errors. Self-test (possible with the help of an adult), according to the model.

Toys or play characters: - must be age appropriate for children; - must be aesthetic, - must be safe for the health of the child, - must have educational value, - must be realistic; - should not provoke the child to aggression, cause manifestations of cruelty. - there should not be many game characters. Each character should be interesting and memorable, "have their own character".

INTRA-INDIVIDUALITY METAIN-INDIVIDUALITY is an inexpressible, internal inherent in a person, a unique combination of mental, biochemical differences. This is the inner position of a person. This is the secret to which we do not want to allow other people. - this is a unique psychological atmosphere that is created around a person in one or another social group, which objectively exists in the subjective assessments of the members of this group, is reflected in their consciousness and activity. This is the psychological trace that a person leaves behind, the atmosphere that he creates with his presence. Meta-individuality always has an assessment, and a person has the right to accept it or not.

Creation of favorable conditions for the development of children in accordance with their age and individual characteristics and inclinations, the development of the abilities and creative potential of each child as a subject of relations with himself, other children, adults and the world in the subject-developing environment of MKDOE (in accordance with the tasks of the Federal State Educational Standard)

INTRODUCTION ............................................................................................................. 3

1. THEORETICAL ANALYSIS OF THE LITERATURE ON THE PROBLEM

THE ROLE OF GAME LEARNING METHODS IN THE DEVELOPMENT OF MOTIVATION TO ACTIVITY IN PRESCHOOL CHILDREN ............. 6

1.1. The concepts of "activity", "motivation", "game methods

learning” in the psychological and pedagogical literature .............................................. 6

1.2. Psychological and pedagogical features of the child's personality

preschool age ................................................................ ................................... twenty

1.3. Features of application in educational

the process of gaming teaching methods in order to develop

preschoolers motivation for activities ....................................................... ... 24

2. EXPERIMENTAL STUDY OF THE INFLUENCE OF GAME

DEVELOPMENTAL LEARNING METHODS IN PRESCHOOL CHILDREN

MOTIVATION TO ACTIVITY .................................................... 31

2.1. Organization and methods of research .................................................................. ........... 31

2.2. Diagnosis of the level of development in preschoolers of motivation to

activities at the ascertaining stage of the experiment .............................. 32

2.3. Description of the formative stage of the experiment .......................................... 35

2.4. Analysis of the data obtained at the control stage of the experiment .......... 42

CONCLUSION ..................................................................................................... 43

LIST OF USED LITERATURE ....................................... 45

APPS .................................................................................................... 48

INTRODUCTION

The relevance of the study of the motivational sphere is due to the ever-increasing interest in personality psychology, and the motivational sphere, of course, is its core. The complication of people's activities, their actions, the changing social environment make the study of the motivation of human behavior topical issue psychology.

Being the core of personality psychology, motivation determines the characteristics of the behavior and activities of the individual. The formation and formation of personality is closely connected with the formation of more and more stable behavior in a positively motivated, initially personally significant activity. In the process of activity, a comprehensive and holistic development of the child's personality takes place, his attitude to the world around him is formed. In order for the activity to lead to the formation of the projected image of the personality, it must be organized and reasonably directed.

Recently, in pedagogy, as well as in many other areas of science, there has been a restructuring of practice and methods of work. In particular, various kinds of games are becoming more and more widespread. The solution to the problem of developing motivation for the activities of preschoolers lies in the use of teaching methods based on advanced concepts of child psychology. And here the game should come to the aid of educators - one of the oldest, and, nevertheless, relevant teaching methods.

Play is a vital and necessary element in the development of both the individual and society as a whole. By the complexity of the nature of the games, one can judge the life, customs and skills of a given society. The game is closely connected with the development of the personality, and it is during the period of its especially intensive development - in childhood - that it acquires special significance.

The participation of preschoolers in games contributes to their self-affirmation, develops perseverance, the desire for success and various motivational qualities. In such games, thinking is improved, including actions for planning, forecasting, and choosing alternatives.

The problem of motivation and motives of behavior and activity, game teaching methods has long occupied the minds of scientists, a huge number of publications are devoted to it, among them are the works of Aseev V.G., Vasiliev I.A., Vilyunas V.K., Dodonov B.I. , Leontiev A.N., Rubinstein S.L., Merlin V.S., Petrazhitsky L.I., Yakobson P.M., Elkonin D.B., Vygotsky L.S., Selevko G.K., Doronova T. .N., Shatskoy N.N., Gazman O.S.; as well as foreign authors: Heckhausen H., Atkinson D.V., Hull D., Kleinbeck W., Maslow A.G. and etc.

The relevance of the problem of using game teaching methods in the educational process and the practical need to develop a complex of games for the development of activity motivation led to the choice of the topic of the course study "The role of game teaching methods in the development of motivation for activity among preschoolers" and determined the following tasks:

1. To study and analyze the psychological and pedagogical literature on the problem of developing motivation for activities in preschoolers through gaming teaching methods.

2. Select methods for determining the level of development of motivation for activities in children.

3. Conduct an experimental study of the influence of gaming teaching methods on the development of motivation for activities among preschoolers.

Purpose of the study: study of the developmental features of motivation for activity in preschoolers and identification of the influence of gaming teaching methods on it.

Object of study: motivational sphere of preschoolers.

Subject of study: the process of development in preschoolers of motivation for activity through gaming teaching methods.

Research hypothesis:

methods: theoretical analysis of literary sources on the problem under study, conversation, observation, psychological and pedagogical experiment.

1. THEORETICAL ANALYSIS OF THE ROLE OF GAME

DEVELOPMENTAL LEARNING METHODS IN PRESCHOOL CHILDREN

MOTIVATION TO ACTIVITY

1.1. The concepts of "activity", "motivation", "game methods

learning” in the psychological and pedagogical literature

An important problem that determines the essence of personality formation is activity, its place in public life, its influence on the development of new generations. The problem of activity is the subject of study of all the sciences of human society. This is the most important basis for the development of a person, his formation as a person.

All qualities, personality traits are not only manifested, but also formed in vigorous activity, in those various types that make up the life of the individual, her social being. Depending on what a person does (i.e., what is the content of his activity), how he does it (methods of activity), on the organization and conditions of this activity and on the attitude that this activity causes in a person, they exercise, and therefore , certain inclinations and character traits are formed, knowledge is consolidated. In other words, personality is formed in activity.

Nemov R.S. defines activity as a specific type of human activity aimed at the knowledge and creative transformation of the surrounding world, including oneself and the conditions of one's existence.

Due to the public nature human activity from being instinctive, as it was in animals, it becomes conscious.

Human activity has the following main characteristics: purpose, subject, structure, means and motive.

As activity goals its product stands out. It can be a real physical object created by a person, certain knowledge, skills acquired in the course of activity, a creative result.

The subject of activity called what it directly deals with. So, for example, the subject of cognitive activity is any kind of information, the subject learning activities- knowledge, skills, the subject of labor activity - the created material product.

Every activity has a certain structure. Activity structure multicomponent. Its implementation involves mental processes, states and personality traits of different levels of complexity. However, no matter how complex it may be, no matter how long it lasts, it can be described using universal units, which reflect not a meaningful, but a structural-level approach to its description. Units of activity, which are its smaller fragments, but at the same time retain the specifics of its psychological

Among the components of the activity are:

motives that motivate the subject to activity;

goals as the predicted results of this activity, achieved through actions;

Operations with the help of which the activity is implemented depending on the conditions of this implementation.

Action- purposeful activity related to the achievement of private goals in the implementation of broader activities.

Operation- a specific set and sequence of movements, which is determined by the specific conditions of interaction with objects in the process of performing actions.

So, human activity has a multilevel character. Its highest level is the actual activity, determined by the motive and directed by the “general” goal corresponding to this motive. Achieving this goal is always accompanied by the emergence of private problems, the solution of which is associated with the setting of private goals. Purposeful activity associated with the achievement of private goals in the implementation of a broader activity, it is customary in psychology to call actions. And, finally, the most elementary structural level of activity is the operation - that specific set and sequence of movements that is determined by the specific conditions of interaction with objects in the process of performing actions (for example, the physical properties of the object, location, orientation in space, accessibility, etc.) .

As means of carrying out activities for a person are those tools that he uses, performing certain actions and operations.

And finally motive . According to Stolyarenko L.D., the motive has a complex internal structure:

1. with the emergence of a need, a need for something, accompanied by emotional anxiety, dissatisfaction, a motive begins;

2. awareness of the motive in steps: first, it is realized what is the cause of emotional displeasure, what a person needs to exist at the moment, then the object that meets this need and can satisfy it (a desire is formed) is realized, later it is realized how, with the help of what actions it is possible to achieve the desired;

3. the energy component of the motive is realized in real actions.

So, motive - this is what prompts a person to activity, directing him to satisfy a certain need.

In general terms, a motive is a reflection of a need that acts as an objective regularity, an objective necessity. We can say that the basis of any activity is a motive that induces a person to it.

The motives of human activity can be very different: organic, functional, social, spiritual.

However, the relationship between activity and motive as a personal formation is not simple and unambiguous. Not always the activity can fully satisfy the motive. In this case, a person, having completed one activity, begins another. If the activity takes a lot of time, then in its process the motive may change. So, for example, when we see good pencils, paints, we have a desire to draw with them. However, after a while, this activity can get boring for us.

Sometimes the development of motives outstrips the formation of activity, and sometimes lags behind it. Both of these have an impact on performance.

All of the above allows us to conclude that the motive is not just one of the components of activity. It acts as a component of a complex system - the motivational sphere of personality. Rean A.A., Bordovskaya N.V., Rozum S.I. under the motivational sphere of personality is understood a set of persistent motives that have a certain hierarchy and express the orientation of the personality.

The term "motivation" is a broader concept than the term "motive". The word "motivation" is used in modern psychology in two ways. In the narrow sense of the word, according to Yakobson P.M., this is the motivation of specific forms of human behavior. In the broad sense of the word, the motivation of behavior is understood as the totality of those psychological moments that are determined by the behavior of a person as a whole.

Rubinstein S.L. also agrees with this point of view, who understands motivation as a system of various factors that determine human behavior and activity. The social nature of the motivation of human activity is associated with the influence that an assessment has on it, due to social norms, self-esteem and assessment by others.

The question of motivation for activity arises every time when it is necessary to explain the reasons for a person's actions. By revealing the essence of the motivation process, we are able to understand both our actions and the behavior of the people with whom we communicate, in the most different situations. Recognition of the mechanism of motivation is necessary for solving many practical problems.

So, motivation - the state of the individual, which determines the degree of activity and direction of a person's actions in a particular situation. The motive acts as a reason, a reason, an objective need to do something, an incentive to do something.

In this way, motive - this is an internal motivation of a person to one or another type of activity (activity, communication, behavior) associated with the satisfaction of a certain need. Motivation - a set of persistent motives that have a certain hierarchy and express the orientation of the individual.

Already in the first years of life, the child develops the prerequisites for mastering the simplest forms of activity. Throughout his life, a person masters various types of activities, as a result of which his mental qualities and personality traits are formed.

This or that activity can begin to play a decisive role in the psychological neoplasms that arise in the course of a person's ontogenetic development. This activity has been labeled “leading activity”.
Leading activity - activity, during the implementation of which the emergence and formation of the main psychological neoplasms of a person occurs at one stage or another of his development, and the foundations are laid for the transition to a new leading activity.

The leading activity of a preschooler is a game - a peculiar way of processing the impressions received from the surrounding life. The game clearly manifests the features of the child's thinking and imagination, his emotionality, activity, need for communication. The social significance of the game lies in the fact that in the process of communicating with peers, the child develops interaction skills: he learns to coordinate his opinion with others, obey the rules, regulate behavior in accordance with the assigned role, help his comrades, etc.

Game is a general scientific concept. In philosophy, pedagogy, psychology, the theory of history and art, the term "game" has different interpretations. Game models are used in the sciences and applied branches of knowledge that deal with complex systems involved in predicting processes due to many factors.

According to N.N. Shatskaya, the game is such a multidimensional phenomenon that researchers include art, science, military affairs, finance, law, love - all human experience in the “playing space”. At the same time, it is an everyday phenomenon, the basis of childhood, a universal means of child development.

Shmakov S.A. defines the game as a "zone" of self-education" and believes that the entire educational essence of play activity is reflected in the rules: "The rules in the game are the rules of the child for himself, the rules of internal self-restraint and self-determination".

The correlation of game activity with "spiritual and practical action" emphasizes the spiritual significance and purpose of the game. Let us give a clarifying definition of the concept of gaming activity given by Gazman O.S.: "Game activity - this is a special sphere of human activity, in which a person does not pursue any other goals, except for obtaining pleasure, pleasure from the manifestation of physical and spiritual forces.

Long before the game became the subject of scientific research, it was widely used as one of the important means of educating and educating children. In a variety of teaching systems, the game has a special place. And this is determined by the fact that the game is very consonant with the nature of the child. A child from birth to maturity pays great attention to games. A game for a child is not just an interesting pastime, it is a way of modeling the external, adult world, a way of modeling its relationships, in the process of which the child develops a scheme of relationships with peers. Children are happy to invent games themselves, with the help of which the most banal, everyday things are transferred to a special interesting world of adventure.

Play is a need for a growing child's body. The game develops the physical strength of the child, develops intelligence, resourcefulness, initiative. The game develops organizational skills, the ability to weigh circumstances. Games that contribute to the development of perception, attention, memory, thinking, the development of creative abilities are aimed at the mental development of the student as a whole.

In the game, the child makes discoveries that have long been known to adults. The need for play and the desire to play among preschoolers must be used and directed in order to solve certain educational problems. The game will be a means of education and training if it is included in a holistic pedagogical process. Leading the game, organizing the life of children in the game, the teacher affects all aspects of the development of the child's personality: feelings, consciousness, will and behavior in general.

Children repeat in games what they treat with full attention, what is available to them to observe and what is available to their understanding. That is why the game, according to many scientists, is a kind of developing, social activities, a form of mastering social experience, one of the complex abilities of a person.

In educational work with preschoolers, a huge number of games are used. And each of them performs certain functions , solves various tasks both general and specific. According to M.P. Osipova, it is important to draw the attention of teachers to some of them, which will make it possible to more clearly highlight the significance of the game in the life of a child. Namely:

ö play has great educational potential because it is always welcome; in this activity, without coercion, a kind of climate is created that contributes to the formation of positive emotions;

ö in the game, the child not only learns the surrounding reality, but also seeks to change it, thereby changing himself;

ö the game, especially role-playing, has a huge impact on the mental development of the child: the motivational-need sphere, on overcoming “cognitive egocentrism” (dominance in the child’s thinking of his immediate position and the inability to take a different position and recognize the existence of other points of view); on the development of mental actions of voluntary behavior, etc.;

ö games create great opportunities for the development of organizational skills and abilities of children;

ö in the game, the child joins the moral norms of relationships, comprehends them, performing various roles, obeying certain rules;

ö the goal of playing collective activity is perceived by children as a single one, requiring the unification of the efforts of the entire team; the organization of activities also implies its division (some leaders, others are players, others are experts, etc.); in the process of collective activity, peculiar relationships are created between children: dependencies, mutual responsibility, subordination, etc.; control over the course of the game is carried out by the children themselves, which contributes to the development of their assessment, self-esteem, and, in general, reflection; in collective games an opportunity to show their best qualities is created;

ö the game is a form that synthesizes in itself all types of activities (knowledge, work, etc.), being a universal way of organizing the life of a child, acquiring moral experience, especially in joint games with elders (teachers, parents, high school students, etc.).

Therefore, in the educational process, it is necessary to actively use the game. Shatskaya N.N. emphasizes that among the values ​​of human culture, it is on an equal footing with work, knowledge, communication, creativity.

Teaching methods - these are both ways of transferring knowledge to students in finished form, and ways joint activities teachers and students in cognizing the essence of individual phenomena, and ways to organize independent practical and cognitive activities of students and, at the same time, ways to stimulate this activity.

Education methods - these are ways of interconnected activities of educators and pupils aimed at solving the problems of education. I.F. Kharlamov clarifies: methods of education - a set of methods and techniques educational work for the development of the need-motivational sphere and the consciousness of students, for the development of behavioral habits, its adjustment and improvement.

Different textbooks give different definitions of teaching and upbringing methods, but all of them reflect only certain aspects of this pedagogical phenomenon. It is practically impossible to give an unambiguous definition of the teaching method, or to accurately name their number. It all depends on what aspects of the learning process, what classical learning systems are considered as priority and what is taken as the basis for the classification of teaching methods.

TO game direction in the methods of education and upbringing should include those that put the development of the child's interest in the subject of education at the forefront.

The game as a method of training and education, transferring the experience of older generations to younger people has been used since antiquity. The game is widely used in folk pedagogy, in preschool and out-of-school institutions.

Based on the analysis of pedagogical technologies conducted by Selevko G.K., we can distinguish the following technologies used in the system preschool education Key words: developmental learning technologies, problem learning technologies, game technologies, computer technologies, alternative technologies.

The concept of "game pedagogical technologies" includes a rather extensive group of methods and techniques for organizing the pedagogical process in the form of various pedagogical games.

In terms of form (form is a way of existence and expression of content), the following games can be divided into independent typical groups: games-festivities, game holidays; game folklore; theatrical play actions; game trainings and exercises; game questionnaires, questionnaires, tests; pop game improvisations; competition, competition, confrontation, rivalry; competitions, relay races, starts; wedding ceremonies, game customs; hoaxes, jokes, surprises; carnivals, masquerades; game auctions, etc. .

Unlike games in general pedagogical game has an essential feature - a clearly defined goal of learning and the pedagogical result corresponding to it, which can be substantiated, clearly identified and characterized by a cognitive orientation.

The game form of classes is created by game motivation, which acts as a means of inducing, stimulating children to activity.

The implementation of game techniques and situations in the classroom takes place in the following main areas:

a didactic goal is set for children in the form of a game task;

learning activities are subject to the rules of the game;

the educational material is used as its means;

an element of competition is introduced into the educational activity, which translates the didactic task into a game one;

· Successful completion of the didactic task is associated with the gaming result .

The place and role of game technology in the educational process, the combination of game and learning elements largely depend on the teacher's understanding of the functions and classification of pedagogical games.

The following groups are distinguished by the nature of the pedagogical process:

Teaching, training, controlling and generalizing;

cognitive, educational, developing;

Reproductive, productive, creative;

Communicative, diagnostic, psychotechnical, etc.

The specifics of gaming technology are largely determined by the gaming environment: there are games with and without objects, desktop-printed; indoor, outdoor, on the ground, computer, as well as with various means of transportation.

The psychological mechanisms of gaming activity are based on the fundamental needs of the individual in self-expression, self-affirmation, self-regulation, self-realization.

So, it is necessary to teach preschool children in the game. Therefore, when teaching children, educators strive to make the most of gaming methods and techniques. The most important thing is to understand the principle of selecting game teaching methods.

One of the main tasks facing teachers is to provide children with the opportunity for a joyful and meaningful life during preschool childhood.

This means that the interaction of the educator with the children, both in everyday life and in the learning process, should be carried out without coercion over the child, be bright and joyful.

But how can this be done if the child develops under the influence of learning and each age creates the most favorable opportunities for acquiring not just any, but certain knowledge, mastering certain skills and habits that act as a means for child development?

According to Doronova T.N., one of the ways to solve this problem is the use of game methods and techniques in teaching children.

At present, science and practice have developed many gaming methods and teaching techniques, but which, unfortunately, are not always effective.

Firstly, because the game situation created by the teacher does not captivate children, does not bring them joy, like a game, and does not develop them.

Secondly, because game methods and techniques do not contribute to the effective mastery of the skills and abilities for which they are, in fact, used.

Let's look at this with specific examples.

So, for example, educators often resort to a game technique, which is associated with imitation of the arrival of one or another game character to visit the children. The teacher pretends to knock on the door, and then, opening it, announces to the children that someone has "came" to them.

The age range for using this game technique is from 2 to 7 years. And if kids 2 - 3 years old with genuine, sincere interest relate to the "arrival" of a toy or doll "bee-ba-bo", then for older children this technique is not only ineffective, but can even cause a poorly concealed mockery.

The “requests” of the game character are also treated differently by younger and older preschoolers: the kids are ready, while the older ones are indifferent.

Children 2-3 years old who have already mastered the game action (pretend action) are really ready to “help” the toy and “fulfill” its request, making some effort for this. But for this, the toy must become literally closer to the child. He must take her in his hands, act with her, “talk”, and then, perhaps, want to do something for her.

But in most cases, the teacher manipulates the guest toy. And from children, it is at a significant and inaccessible distance. Therefore, at best, each child manages only to stroke her.

As a result, in addition to the effect of novelty, this game technique does not have any emotional and playful impact on young children.

Unfortunately, in working with children aged 5-7 years, the "fantastic" world of children's play also does not always contribute to the effective solution of educational problems, for which game methods are used.

For example, very often educators encourage children to reincarnate in certain images. When drawing fruit trees - children are offered to become gardeners, when creating an image based on folk, arts and crafts - folk craftsmen, etc.

Firstly, this approach is pedagogically incorrect from the point of view of building a game, because:

contains a requirement to play a ready-made plot given by adults;

Does not contribute to the enrichment of the content of the game role that the child has taken on, since this work requires reading special literature, which allows in a form accessible to the child to reveal professional features gardener or architect. But all this takes time and it is impossible to do this when creating game motivation.

Secondly, for solving visual problems, this game technique is also not effective, because the adoption of a role does not affect the increase in the level of the child's ideas about the depicted object, does not contribute to the formation of his visual skills and abilities.

Consequently, this kind of motivation does not have a positive effect either on the development of the game or on improving the effectiveness of training. At the same time, time is spent on playing forms (more than half of the entire class time budget), and the practical part of the work is significantly reduced, which negatively affects children's mastery of fine arts and skills and the development of their creativity.

In this regard, Doronova T.N. emphasizes that in basis selection and use of game methods and techniques, the principle should be laid down: game methods and techniques should correspond to the methods of constructing a plot-role-playing game for children of a given age. Let's look at this with specific examples.

So, at preschool age a role-playing game is characterized by the implementation of game actions (drive a car, unload or load it, feed a doll, put her to bed, etc.)

Therefore, in accordance with this principle, when teaching younger preschoolers, game methods and techniques should be used taking into account the development of the child’s game actions, as well as their direct inclusion in the learning process: he drew a road, and then “drove” along it in a small toy car ; "loaded" the car, drawing in the back of what it carries; made cookies from clay or plasticine - fed (pretend) a toy that is nearby, etc.

IN middle preschool age the plot-role-playing game of children is characterized by role-taking and role-playing behavior (in the role of a bunny, the child builds a house for himself, prepares dinner, etc.)

Following the principle of matching the level of development of the game to game methods when teaching children of middle preschool age, game methods and techniques should include role-taking and role-playing behavior. So, for example, in the role of rabbits, children can “harvest” vegetables - sculpt carrots, beets, etc.

IN senior preschool age the role-playing game is in the phase of plot formation: children can invent, combine and develop the plot of the game based on personal experience, works of art, various events, fantasizing, etc.

Therefore, when teaching children of senior preschool age, game methods and techniques should include game motivation based on plot construction. The content of game motivation can combine various events, the actions of heroes from works of art into a single plot that is interesting for a modern child and encourages him to complete educational tasks.

So, each teacher can come up with game methods and teaching techniques on his own, but a desirable condition for pedagogical creativity is to follow the principle: game methods and techniques should correspond to the methods of constructing a role-playing game for children of a given age:

In early preschool age include game activities;

On average, it is built on the basis of role-playing behavior;

· in the senior - on the basis of plot construction.

1.2. Psychological and pedagogical features of the child's personality

preschool age

In accordance with the accepted age classification in the mental development of a child, it is customary to distinguish three stages: infancy (from 0 to 1 year), early childhood (from 1 to 3 years) and preschool age (from 3 to 7 years).

Each of these stages of the mental development of the child is characterized by its own characteristics. The change of leading activity marks the transition of the child from one stage to another.

Role-playing games become the leading activity of preschool children. This is facilitated by the desire of children for independence, active participation in the lives of others.

The main concept of age periodization proposed by Vygotsky L.S. is the concept of psychological neoplasms. According to Vygotsky L.S., age-related psychological neoplasms are responsible for a completely peculiar, specific for a given age, exclusive, unique and inimitable relationship between a child and reality, primarily social. It is the neoplasm that sets the social situation of development for the child, which determines wholly and completely those forms and the path, following which the child acquires new and new personality traits, drawing them from social reality, as from the main source of development, the path along which the social becomes individual .

Kravtsova E.E. notes that the consistent penetration and ingrowth of an age-related psychological neoplasm into the central function determines changes in the leading activity. Arising by the end of the age period, an arbitrary central function leads to the emergence of new forms of communication that determine the specifics of the new age period.

According to Efimkina R.P., the main neoplasms of preschool age are the following complexes of readiness for schooling:

ö communication readiness;

ö cognitive readiness;

ö level of emotional development;

ö technological equipment;

ö personal readiness .

Communicative readiness is that the child can normally interact with people according to the rules, norms. In the preschool years, the socialization of children allows them to overcome aggressiveness, they become more attentive, caring, ready to cooperate with other children. Preschoolers even know how to “feel into” the state of others. They begin to understand that their peers and adults do not always feel and experience the way they do. Therefore, many adequately respond to the experiences of others.

cognitive readiness. This refers to the level of development of cognitive processes: attention, thinking, memory, imagination. All this is related to the game. The mental development of preschoolers is characterized by the formation of figurative thinking, which allows him to think about objects, compare them in his mind even when he does not see them. However, logical thinking has not yet formed. This is hindered by egocentrism and the inability to focus on changes in the object.

In the period of time from 3 to 7 years, under the influence of design, artistic activity, the child develops the ability to mentally divide a visible object into parts, and then combine them into a single whole. Children learn to distinguish the structure of objects, their spatial features, the ratio of parts. The development of perception occurs in stages. At the first stage, perceptual actions are formed directly as a result of playing with various objects. At the second stage, children get acquainted with the spatial properties of objects with the help of orienting-exploratory movements of the hand and eye. At the third stage, children get the opportunity to quickly learn the properties of objects of interest, while the external action turns into a mental one.

The level of emotional development. As the sphere of communication expands, children experience the action of a variety of social factors that significantly activate their emotional world. The child must learn to overcome situational emotions, culturally manage feelings. The game allows this to be learned, for example, it helps to cope with fears.

Technological equipment. This refers to the minimum of knowledge, abilities, skills (ZUN), allowing to study at school. Traditionally, ZUN is understood as the ability to read, count, write.

Personal readiness manifests itself in self-actualization. By the end of preschool age, the child already becomes capable of being aware of himself and the position that he currently occupies in life.

Consciousness of one's social "I" and the emergence on this basis of internal positions, i.e. a holistic attitude towards the environment and oneself, generates corresponding needs and aspirations, on which their new needs arise.

The driving forces behind the development of the psyche of a preschooler are the contradictions that arise in connection with the development of a number of the child's needs. The most important of them are: the need for communication, with the help of which social experience is assimilated; the need for external impressions, resulting in the development of cognitive abilities, as well as the need for movements, leading to the mastery of a whole system of various skills and abilities. The development of leading social needs in preschool age is characterized by the fact that each of them acquires independent significance.

By the end of preschool age, the child is already, in a certain sense, a person. He is well aware of his gender, finds his place in space and time. He is already oriented in family and kinship relationships and knows how to build relationships with adults and peers: he has the skills of self-control, knows how to subordinate himself to circumstances, to be adamant in his desires. Such a child has already developed reflection. The predominance of the feeling "I must" over the motive "I want" is the most important achievement in the development of the child's personality. By the end of preschool age, motivational readiness for learning at school acquires special significance.

So, summarizing the features of the development of a preschooler, we can conclude that at this age stage:

ö the child has a sufficiently high level of mental development, including dissected perception, generalized norms of thinking, semantic memorization;

ö he forms a certain amount of knowledge and skills, intensively develops an arbitrary form of memory, thinking, based on which you can encourage the child to listen, consider, memorize, analyze;

ö his behavior is characterized by the presence of a formed sphere of motives and interests, an internal plan of action, the ability to fairly adequately assess the results of his own activities and his capabilities.

1.3. Features of the use of gaming teaching methods in the educational process in order to develop motivation for activities among preschoolers

The first task that arises when creating a motivational component of an activity is to determine its structure. We have already found out that the components of the functional structure of the motivational component of activity are:

1. the subject has motives that encourage meaningful activity,

2. establishing a target hierarchy and highlighting the main goal of the action,

3. Establishing a connection between the goal of the action being formed and the motive of significant activity.

Elfimova N.V. notes that the creation of a motivational component of activity means the establishment of such a relation of the formed action to the significant activity of the subject, so that the necessary function of inducing the goal of the formed action is given from its motive. Significant activity of the subject is characterized by the fact that its motivational component, in addition to inducing this activity, also induces the formed action that the subject associates with his significant activity. The latter can be one of the leading activities at the stages of the child's mental development. So, for preschoolers, various types of play activities are significant. There is a certain system of significant activities, and the motives that encourage them form, as it were, the “core of motivation” of the subject, in relation to which the motivational components of other types of activities are created. The development of motivation occurs on the basis of the functioning and development of systems of significant activities of the subject.

How to create and develop motivation for the activities of preschoolers? This is where games come to the aid of teachers. After all, one of the functions of the games of preschoolers is that they serve as a means of satisfying the various needs of the child and developing his motivational sphere. In the game, new interests, new motives for the child's activity appear and are fixed.

Paying attention to this feature of the game, Elkonin D.B. notes that the significance of the game is not limited to the fact that the child has new content motives for activity and tasks associated with them. It is essential that a new psychological form of motives arise in play. It is in the game that there is a transition from motives that have a form to conscious affectively colored immediate desires, to motives that have the form of generalized intentions, standing on the verge of consciousness.

Of course, other types of activity also pour water on the mill for the formation of new needs, but in no other activity is there such an emotionally filled entry into the life of adults, such an effective allocation of public functions and the meaning of human activity, as in a game.

Throughout preschool childhood, the following main activities of children are consistently improved: game-manipulation with objects, individual object game of a constructive type, collective role-playing game, individual and group creativity, competition games, communication games, homework.

By the age of 5, the game repertoire is replenished: amateur plot games (plot-role-playing, directorial and theatrical) become more diverse. Children's games reflect a variety of everyday stories and new impressions about the life and work of people (family, shop, kindergarten, hairdresser, etc.). Children begin to distinguish between real and imaginary game situations. Game associations (2-5 children) are completely independent. Before the start of the game, children can determine the theme, plot, distribute roles (at the beginning of the year with the help of a teacher, then on their own); in the course of the game, they learn to coordinate game actions in accordance with the accepted role. In accordance with the idea of ​​the plot, the ability to establish different role-playing connections within the same plot theme is formed: mom-dad-daughter, doctor-patient-nurse. Role-playing dialogue is actively developing. Children are able to use various substitute objects, carry out imaginary game actions and accept the imaginary actions of other players, replace some of the actions with a word (“As if we had already returned from a walk, now we will wash our hands and have lunch”). The content of the game is based on a reflection of the plot of 4–6 semantic episodes of social reality or the content of favorite fairy tales.

In theatrical games, various types of children's creativity: artistic and speech, musical and game, dance, stage, singing. With an experienced teacher, children strive for the artistic depiction of a literary work not only as "artists" who play roles, but also as "artists" who design the performance, as "musicians" who provide sound accompaniment, etc. .

Makhaneva M.V. notes that theatrical activity allows solving many pedagogical problems related to the formation of expressiveness of speech, intellectual and artistic and aesthetic education. It is also an inexhaustible source of development of feelings, experiences and emotional discoveries of the child, introduces him to spiritual wealth.

The teacher must constantly take care of enriching the social experience of preschoolers in the process of observation, experimentation, conversations, listening to works of art and organizing other joint forms of joint activity (for example, productive). This experience is in the future a possible plot basis for children's games. Using the role-playing capabilities of the participant in the game, the teacher encourages children to be creative, to independent creation game environment (doll house or room, shop, hairdresser, doctor's office, garage, etc.) and search for those items that can perform the necessary game functions. The development of children's interest in theatrical and gaming activities is manifested in joint participation with the teacher in dramatization games on the themes of their favorite fairy tales (“Turnip”, “Cat, Rooster and Fox”, “Teremok”, etc.) During the day, children at the initiative of the teacher and are independently included in new types of games: games-experiments (with natural objects, with animals and people), educational (educational-subject-didactic) and leisure (theatrical, intellectual, computer). An adult introduces children to new folk (ceremonial, training, leisure) and festive carnival games that help make children's activities saturated with new images, impressions, emotions, and actions.

Many games are used as a means of solving certain educational and developmental tasks. For example, educational games with ready-made content and rules are used to develop attention, the ability to compare, act according to an elementary algorithm, to develop counting skills, and speech skills. In such games, the educator encourages children to actively solve cognitive problems, brings up concentration, attention, perseverance in achieving the goal. Educational-subject-didactic games help preschoolers in the knowledge of the properties and characteristics of objects in the process of real practical activity, stimulate the further development of intellectual and perceptual skills. They learn to accept the game task set by the educator or put it forward on their own in accordance with the rules of the game, to achieve the desired result; control the achievement of the game result in accordance with the game task; explain to peers how to get the result; answer the teacher's questions about the course of the game and the expected result.

Outdoor games associated with the initial initiative of an adult contribute to the formation of elementary organization, action in a single rhythm and pace, the manifestation of dexterity and courage, overcoming obstacles (passing through a limited area), improving basic movements (walking, running, jumping, etc.) The educator supports the manifestations of goodwill towards partners in the games, the desire of children to participate in general outdoor games.

It is important for an adult to remain an active participant in the game, regardless of whether he plays a leading role or remains an ordinary player. This not only brings joy to children, but significantly increases their physical activity. Children learn to act in an outdoor game according to the plot and rules (up to three rules); restrain themselves: start moving after certain words, stop at a specified place, etc. Preschoolers can already, on their own initiative, play familiar outdoor games on their own; come up with new outdoor games using imitation (airplanes, a flock of birds, etc.)

So, connecting the world of play with learning, the teacher carefully and necessarily observes certain rules:

Firstly- the child must know that the result of his work is necessary for some game character. Therefore, children should have a desire to help one of the inhabitants of the game world;

Secondly- in order to draw the attention of children to the needs or concerns of the game character, special techniques are required. First, you should show those characters who will become the heroes of this lesson (for example, if in the lesson the children learn to draw a house for a squirrel, then small toys of squirrel figurines are shown). Then the teacher talks about the fact that these game characters are in a dangerous or difficult situation: winter has come, and the little squirrels do not have a house. It is important that the teacher not only identifies the difficulties, but also achieves a response from his listeners.

Thirdly- so that the children are actively involved in the work, the teacher explains: in order to save the game character, it is necessary to draw exactly the object that is to be drawn (blinded, or performed using the application method).

Fourth- we should not forget that children do not solve a learning problem, but a game problem. They are in the game world. Therefore, the teacher, if he notices any shortcomings, suggests - and only in a playful way: "Natasha, your squirrel really wanted her house to be covered with a roof that would save her from the rain." It doesn't matter what kind of squirrel the adult says. It is significant that the instructions of the educator do not destroy the integrity of the game world. They are also in the context of gaming, not educational activities.

But now the lesson is over, the children came to some kind of result: for example, they drew a house, grass, fashioned feeders or something else. All this they painted this time for the cow, which was looking forward to the end of the work. If the children did not show initiative, the teacher picks up a mock-up of the animal and walks it through the children's drawings, i.e. the cow nibbles on the delicious grass and thanks the children. This game action is very important for the learning process. It is this rational grain of all previous activities, plus a positive result.

So, we can say that motivation for activity is given great importance in the psychological mechanism of the game. The performance of the role, being emotionally attractive, has a stimulating effect on the performance of the actions in which the role finds its embodiment. Pointing out motives is, however, insufficient. It is necessary to find the mental mechanism through which motives can exert this influence.

Thus, after analyzing the psychological and pedagogical literature on the role of game teaching methods in motivating preschoolers to work, we come to the following conclusions:

1. Behavior and activity of the individual are motivated, directed and regulated by motivation - a hierarchized set of motives that make up the motivational sphere of the individual. But it is important not only to recognize these functions of motives, which usually does not raise objections and, in essence, is generally recognized. It is equally important to understand the nature of motivation, its origin.

2. In a child of preschool age, the main motives of mental activity change from playing interests to cognitive ones; there is a formation of a general method of mental activity, which consists in the ability to accept or set a task, select ways to solve it, check and evaluate the results.

3. One of the functions of preschoolers' games is that they serve as a means of satisfying the various needs of the child and developing his motivational sphere. New interests, new motives for activity and goals associated with them appear and are fixed in the game. But there is not only expansion of the range of motives. It is essential that a new psychological form of motives arise in play. It is in the game that there is a transition from motives that have a form to conscious affectively colored immediate desires, to motives that have the form of generalized intentions, standing on the verge of consciousness.

4. The game direction in the methods of teaching and education should include those that put the development of the child's interest in the subject of education at the forefront. The technology of game forms of education is aimed at teaching the student to be aware of the motives of his teaching, his behavior in the game and in life, i.e. to formulate goals and programs of their own independent activity and to foresee its immediate results.

5. The selection and use of game methods and techniques should be based on the principle: game methods and techniques should correspond to the methods of constructing a role-playing game for children of a given age:

At younger preschool age, include play activities (drive a car, unload or load it, feed a doll, put her to bed, etc.);

On average, it is built on the basis of role-playing behavior (in the role of a bunny, a child builds a house for himself, cooks dinner, etc.);

in the senior - on the basis of the plot (children can invent, combine and develop the plot of the game based on personal experience, works of art, various events, fantasizing, etc.)

2. EXPERIMENTAL STUDY OF THE INFLUENCE OF GAME LEARNING METHODS ON THE DEVELOPMENT OF MOTIVATION TO ACTIVITY IN PRESCHOOL CHILDREN

2.1. Organization and research methods

To study the role of game forms of learning in the development of activity motivation in preschoolers, we conducted a study that was conducted in three stages. At the first stage of the ascertaining experiment, we selected methods and conducted a diagnostic examination aimed at identifying the level of development of motivation for the productive activity of preschoolers.

At the second stage of the formative experiment, we created the necessary conditions to equip the developing environment for preschoolers in the educational process.

The third stage - control - was aimed at determining the effectiveness of the use of the game and game techniques as a means of developing motivation for the activities of preschoolers.

The basis of our study was the nursery-garden of the village of Khodosy, Kamenets district, Brest region. The experiment involved 15 children of the second junior and middle groups of the kindergarten.

Basic research goal was the study of the features of the development of motivation for activity in preschoolers and the identification of the influence of game teaching methods on it.

Hypothesis: game teaching methods have a positive impact on the development of motivation for activities in preschoolers.

Tasks:

1. Choose a methodology for determining the level of development of motivation for productive activities among preschoolers.

2. Conduct an experimental study of the influence of a complex of games aimed at developing motivation for activities among preschoolers.

3. To determine the effectiveness of the specified complex of games for the development of motivation for activities among preschoolers.

The study used the following methods: observation, conversation, questioning, psychological and pedagogical experiment, statistical data processing.

2.2. Diagnosis of the level of development of motivation for activity in preschoolers at the ascertaining stage of the experiment

Human activity is a manifestation of his voluntary activity and has a social nature. This is a purposeful process determined by conscious motives. Since we are considering the relationship between game teaching methods and motivation for activity, then, speaking of activity, we will talk about productive activity.

When developing a methodology for determining the level of development of motivation for productive activity in preschoolers, the choice of observable indicators of motivation is of particular importance and complexity. Such indicators of the severity of motivation in our study are:

Emotional involvement of the child in activities;

Purposefulness of activity, its completeness;

The degree of initiative of the child.

The severity of these three indicators of motivation is assessed on a four-point scale (from the maximum severity of quality - 3 points - to 0 points - its complete absence).

Summing up the scores for these three indicators, we get conclusions about the level of development of motivation for activity:

11-12 points - a very high level of development;

8-10 points - high level;

5-7 points - average level;

2-4 points - low level;

0-1 point - very low level.

The experiment was set up as follows: joint work with adult children, they were asked to build something from the designer at will: a house, a garage, a train, a station, etc.

In the course of the experiment, carefully observing the children, the experimenter assessed their activities according to the above indicators of the severity of motivation.

During the diagnostic examination (protocols No. 1-15 in Appendix 6), aimed at identifying the initial level of development of motivation, we obtained the results listed in Table 1 (Appendix 1).

From table 1, we see that children have different levels of development of motivation for activities:

The majority of preschoolers - 7 people, which is 47%, scored 5-7 points, which indicates an average level of development of motivation;

· 4 preschoolers, which is 27%, scored from 8 to 10 points, i.е. they have a high level of development of motivation;

2 people (14%) received 2-4 points - low level;

· a very high level of development of motivation was recorded in 1 child (7%) - he scored 11 points.

In addition, as part of the ascertaining stage of the experiment, we decided to find out what goals educators pursue and how consciously they use game methods in the educational process. To this end, we attended a modeling lesson in the middle group of a kindergarten (Appendix 2), and then we had a conversation and a survey with the teacher of this group Zubritskaya Valentina Ivanovna (Appendix 3).

As a result of visiting the class, questioning and talking with the teacher Zubritskaya V.I., we found out the following.

Zubritskaya Valentina Ivanovna works in kindergarten already 5 years. In the educational process, she uses various forms of games: individual, group, collective. The choice of form depends on the goals and objectives of the games. The goal is chosen depending on the result to be achieved.

According to her, children love games in the classroom, but do not always follow the rules. Most often this happens in a group game where children try to help each other. In this case, she did not stop the gameplay, but made the rules of the game more stringent.

In her opinion, the game cannot be used in the following cases:

if the game does not correspond to the level of development of children, i.e. even with a clear explanation of the rules causes a certain difficulty in their implementation. In her opinion, this does not contribute to the consolidation of knowledge, but disperses attention to solving problems abstracted from the topic;

if the children do not want to play;

· if the game is new – new games should be checked;

The teacher noted that throughout the entire process of playing in the classroom, it is necessary to carefully monitor so that a conflict situation does not arise between the children and relationships in the class do not deteriorate. If she noticed this, she intervened in the game and diverted the attention of the children to solving other problems in the game itself.

She believes that play helps students develop personally. This includes the ability to cooperate with peers, the ability to listen and accept the opinions of others, etc.

So, according to the results of the survey and conversation with the teacher middle group kindergarten we came to the conclusion that Zubritskaya The.AND. has a poor understanding of game techniques and methods that must be applied in the educational process, although in the fine arts class she skillfully used game techniques.

In this regard, we believe that it is advisable for educators to develop knowledge and skills in using game methods in general and as ways of developing motivation for activities in preschoolers, in particular. To this end, in our opinion, a special training program for educators is needed (seminars, consultations on the appointment and application of gaming techniques and methods in the educational process).

2.3. Description of the formative stage of the experiment

In the course of this experiment, at the formative stage, we purposefully and systematically used various game techniques and methods in the course of upbringing and educational activities.

The basis of the formative stage of the experiment was the technology developed by Doronova T.N. and Jacobson S.G. They rightly believe that if the child does not have the readiness and desire to master some way, all the efforts of educators will be largely in vain. Therefore, when assimilating methods, the problem of motivation is decisive. In kindergarten, this task requires the search for a universal motivation that is effective for most children of this age. One of the foundations of such universal motivation is the need for preschool children to feel superior and competent.

Since the safest partner for demonstrating their superiority is a toy, they developed a system of so-called game motivation in two versions: 1) for practical skills that require repeated exercises; 2) for knowledge requiring a single understanding.

As you know, the performance of play actions by children does not need special motivation. Children willingly perform them at the first suggestion of an adult, since the pleasure derived from these actions is a sufficient incentive for them. The situation is somewhat different if the child is invited, for example, to learn how to draw grass before he “feeds” the lamb. In such situations, additional motivation for a play action is required, the desire to perform which, in turn, prompts the child to solve the corresponding task.

When creating additional motivation, we proceeded from the fact that the game action is performed mostly with some game character or in his interests. Even a simple and short description of a dangerous or difficult situation in which a character finds himself evokes sympathy and a willingness to help him already in younger preschoolers.

An adult tells the child about a character who is in a difficult situation (for example, due to the lack of a certain object), arouses sympathy in the child for the character, a desire to help him creates motivation for the game action. The position of assistant, protector, in which the child finds himself, meets his growing desire for independence, active relationships with others; At the same time, the realization of this position is of great educational importance.

Having created motivation in children, arousing a willingness to help the character, an adult sets a game task in which the necessary help is specified (“feed”, “make a mink”, “build a fence”, etc.). To solve this problem, appropriate items are needed, and the adult offers the children to teach them how to make these items, i.e. now sets a learning problem and shows the techniques and methods for solving it.

An obligatory component of educational and play activity that has such a structure is a play action that the child performs with the object he created: fashioned donuts and painted grass should be “eaten”, a car should “pass” along the newly laid (drawn) road, etc. .

So, the first version of the game motivation system is based on the fact that toys (dolls, animals no larger than 3–5 cm in size) come to the group asking for help. They need the most different subjects(houses, fruits, Railway etc.), which they cannot do themselves, but which these smart and kind children will surely do. We emphasize that superiority is expressed in this case in real help, even to toy characters. This motivation is most effective in a group where the sincere readiness of at least some of the children involves everyone else in solving the problem. Against the background of the accepted goal, the educator shows exactly how to do the right thing (draw, mold, build), i.e. introduces children to the way to achieve the goal.

It should also be noted that the most important principle of this technology is to provide children with freedom of choice, but within the framework of the proposed method. So, if they have to learn to draw round shapes, they are told that the hedgehogs who ask for help want to get: some - apples, others - cherries, still others - tomatoes, fourth - wheels for cars, etc. Everyone can help exactly the one who wants to get a round object that attracts this child.

The introduction of such characters into the learning process allows us to solve another important problem: to withdraw an objective critical assessment of the child's work from the sphere of his relationship with an adult. It is known that children are very sensitive to criticism of their "achievements", perceiving it as a "bad" attitude of an adult towards them. But such criticism is necessary to obtain good results and to develop adequate self-esteem.

Within the framework of the proposed technology, this criticism is carried out by the character for whom the work is being done. He asks to do something else for him, to correct or redo what has already been done, etc. The adult acts as an intermediary who persuades the child to fulfill the request so that the character does not “cry”, or assures the character that the child did everything well, or combines both of these lines. At the same time, he is always ready to show and explain to the child how to improve his work.

In the first variant, each child has his own personal "client", whose request he fulfills.

The second option is aimed at mastering the contents that require understanding. It is an explanation to one or two toy characters of principles or rules that they do not understand. For example, a doll can't build a tower because it doesn't understand that you can't put a big cube on top of a smaller one. The “stupid” doll is shown to the whole group, whose members, to the best of their understanding, show and explain to it several times what rule should be followed in such cases. For a general understanding, it is enough if only some children show and explain, while the rest listen attentively and with interest.

Since the game is closely related to the artistic creativity of preschoolers - drawing, modeling, designing, etc., we decided to identify the influence of game teaching methods on the motivation of activities using the example of preschoolers engaging in productive activities. Some notes of such classes are presented by us in Appendix 4 to the course work.

The activity of the child, which is based on creation, is productive. The content side of productive activity consists in mastering elementary skills and abilities by children when performing tasks, then in mastering more complex skills in practical actions with various materials, semi-finished products. Productive activities of a preschooler include visual (sculpting, drawing, appliqué) and constructive. They, like the game, have a modeling character. In the game, the child creates a model of relationships between adults. Productive activity, modeling objects of the surrounding world, leads to the creation of a real product in which the idea of ​​an object, phenomenon, situation receives a material embodiment in a drawing, design, three-dimensional image.

Despite the different means of reflecting the impressions of life, thoughts, feelings, these types of children's activities have much in common: you can see the same themes in the game and in the drawing; in the course of the game plot, children often sing, dance, recall familiar verses.

The prerequisites for productive activities, as well as play and labor, are the child's need for independence and activity, imitation of an adult, mastering objective actions, and the formation of hand-eye coordination.

At preschool age, two interrelated aspects of constructive activity develop: design-image and construction for play. If a child is fascinated by the very process of construction, often without even using buildings in the game, but again and again creating new ones, if he is motivated to construct not by the result, but by the process of obtaining it, then the construction approaches visual activity.
The design, prompted by the game motive, approaches the constructive and technical creativity of adults, because it is subject to the practical purpose of the building, and when creating it, a number of important conditions must be taken into account. For example, a built ship must accommodate all sailors.

Construction and modeling help the child understand the world of structures and mechanisms created by human hands. Therefore, the prerequisites for their occurrence are the same as for the role-playing game. These types of games are closely related. The need for buildings may arise in the course of a role-playing game. But the role-playing game itself often stimulates productive activity. So, for example, at first the children built a ship, and then they began to play sailors.

So, in the classroom, children are taught to design and sculpt, while in games there is a deepening of interest in construction. The game reveals to the child the practical expediency of designing and modeling, it consolidates the skills and abilities acquired in the classroom.

But the game at the same time poses new constructive tasks for children that require initiative and ingenuity. The wider the horizons of children, the more information they have about the life around them, the richer their constructive ideas, the higher the demands they place on their buildings. For example, in the classroom, children learned how to build a steamboat, passing on only its main features. And in the game they needed both large and small ships, both passenger and cargo. I had to think about how to change the familiar model of the steamer in accordance with the new plan.
The same thing happened in another game. Children knew how to build “just a train station”, but in the game they needed a bus station.

Interest in the construction that arose during the game mobilizes the mental abilities of the child, and the constructions created by him are often much more difficult than those performed in the classroom. In the classroom, the teacher shows the children only the most typical methods of work, without delving into various options. In the game, construction is a dynamic process: children improve, rebuild, and add various details to the same building over many days. The zoo, for example, was built by children in two days, and then it took several days to perfect its design. At the same time, the children's buildings turned out to be much more complicated than those that were given to them in the classroom. Of course, all this happens under the condition of the careful guidance of the educator, who directs the initiative and creativity of the children.

In the classroom, each child can show his individuality only within the framework of the tasks that are set for him; in the game, the child himself chooses the topic of construction, he comes up with designs, independently solves constructive problems. Therefore, in games, the individual characteristics of the child are most fully revealed, his interests and inclinations, knowledge and ideas are revealed.

Reflecting the same topic, for example, the work of adults, preschoolers create different games that are closest to each of them. So, several boys are building a railway station, electric trains with passengers and cargo, while others are building an airfield. Often the buildings created during the construction process are used by the children themselves. In their game, the built ship sets sail, in the house the children place not only dolls, but also settle themselves, etc.

After each lesson, children during the play hours are given the opportunity to play with the details from which they made the buildings in the lesson. The teacher does not limit the children in the material, but makes sure that they handle it carefully, and at the end of the games they put it away to a permanent place.

It is very important that the teacher is directly involved in the games of the kids. Despite the fact that in the classroom the teacher showed them how to make buildings, doing building material on their own, at first they often do not set themselves the goal of building something, but simply stack one part to another. The teacher can remind the children what they built in the classroom, how interesting they played with their buildings and toys, or repeat the building and advise the children to do the same. If children are playing, then the offer to build something should not distract them from the game, but should help develop it. You can advise children to build exactly what is needed for their game.

You can actively get involved in children's games in order to set new simple tasks for them: build a nesting doll house or a crib for the doll they play with. To make the games more meaningful and interesting, you can sometimes offer individual children a new modeling topic within the limits of the skills that they possess.

In such games, favorable conditions are created for the manifestation of the individual capabilities of children and the development of interest in design and modeling. Interest in productive activities arises primarily due to the attention of the educator to children's work: he encourages some for success and a serious attitude to creation, helps others to move from simple manipulation of materials to creating familiar objects, shows individual children how to build the structure necessary for the game or mold the desired figure from plasticine.

So, at the formative stage of the experiment, we took into account the recommendations of such teachers and psychologists as Doronova T.N., Yakobson S.G., Paramonova L.A., Lishtvan Z.V., Uruntaeva G.A., Kossakovskaya E. .A., Komarova T.S., Sakulina M.P., Bondarenko A.K., Dyachenko O.M., and classes were held with preschoolers in modeling, drawing and design using gaming teaching methods.

2.4. Analysis of the data obtained at the control stage of the experiment

At the end of the second stage of the study, we carried out an exit diagnostics to check how much the system of classes carried out changed the level of development of motivation for the activities of the children. According to the same methodology, repeated psychodiagnostics was carried out (protocols No. 16-30 in Appendix 6). The diagnostic results are presented in Table 2 (Appendix 5).

After analyzing the results of the ascertaining and control stages of the experiment, we recorded the following changes in the development of motivation for activity in preschoolers:

· the number of children with a very high and high level of development has significantly increased - by 14% and 7%, respectively, of the indicators in the ascertaining experiment;

· low and very low levels of development at the control stage of the experiment were not recorded at all.

We presented the dynamics of changes (in%) in the levels of development of motivation for children's activities in the diagram:

Thus, these studies confirmed our hypothesis that game teaching methods have a positive effect on the development of motivation for activities in preschoolers.

CONCLUSION

Human behavior and activity are motivated, directed and regulated by motivation - a hierarchized set of motives that make up the motivational sphere of the individual.

The formation of a child's motivational sphere is a fundamental problem in developmental psychology. Preschool age is the period of the most intensive formation of the motivational sphere. The solution to the problem of developing motivation for the activities of preschoolers lies in the use of game teaching methods based on advanced concepts of child psychology. After all, one of the functions of the games of preschoolers is that they serve as a means of satisfying the various needs of the child and developing his motivational sphere. New interests, new motives for activity and goals associated with them appear and are fixed in the game. But there is not only expansion of the range of motives. It is essential that a new psychological form of motives arise in play. It is in the game that there is a transition from motives that have a form to conscious affectively colored immediate desires, to motives that have the form of generalized intentions, standing on the verge of consciousness.

The game arises from the child's need to know the world around him, to live in this world like adults. The game, as a way of knowing reality, is one of the main conditions for the development of children's imagination. It is not imagination that gives rise to play, but the activity of a child who cognizes the world creates his fantasy, his imagination. The game obeys the laws of reality, and its product can be the world of children's fantasy, children's creativity. The game forms cognitive activity and self-regulation, allows you to develop attention and memory, creates conditions for the formation of abstract thinking. Playing for preschoolers is a favorite form of activity.

The existence of various theories of the game, the opinions of researchers about its essence and significance for the development, upbringing, education of the child emphasize the phenomenality, multidimensionality of this phenomenon. The phenomenon of the game lies in the fact that, being entertainment, recreation, it is able to develop into learning, creativity, therapy, a model of the type of human relations and manifestations in work, education.

Games are classified depending on their purpose, methods of organization, etc. Each type of game performs certain functions; solves various problems, both general and specific; in some way affects the development of the child.

The analysis of psychological, pedagogical and methodological literature carried out in the work made it possible to identify various approaches of recognized masters of pedagogical creativity to this problem, and to develop their own system for applying game methods, bringing together the experience of teachers.

We conducted an experimental study to identify the effectiveness of the use of gaming teaching methods for the development of activity motivation in preschoolers. The results and conclusions of the pilot study are given in the second chapter of this work. They clearly indicate that the use of gaming methods in the educational process is not only justified, but also necessary.

The methods we used in practice have proven themselves well even with short-term use. There is reason to believe that with constant use in the educational process, these methods will be even more effective.

Thus, the purpose of the study - to study the developmental characteristics of activity motivation in preschoolers and to identify the influence of gaming teaching methods on it - has been achieved; tasks have been completed. The hypothesis that game teaching methods have a positive effect on the development of motivation for activities in preschoolers has been confirmed.

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APPS

Attachment 1

Table 1

Annex 2

Protocol for conducting a lesson on visual activity in the middle group.

Topic:"Bakery" (modeling from dough).

Program content:

to expand children's knowledge about the process of growing bread;

· learn to sculpt a variety of bakery products: rolls, pretzels, cheesecakes, etc.;

learn to use in their work the techniques of transforming a cylindrical shape: twisting, folding into a ring, etc .;

· learn to transform a disk-shaped form: twist, fold, etc.;

consolidate the ability to decorate your work with small details, use a stack;

Encourage any manifestation of creativity, cultivate respect for the work of the baker.

Previous work: a conversation with children on the topic “Where does bread come from?”

Lesson progress:

Educator: Guys, aliens came to us this morning (Shows an alien toy). They learned that we have an unprecedented product on Earth. What do you think this product is? Do not know? Then now I will make a riddle, and you will immediately understand what is at stake.

Raised, raised
Beat, beat
Rumpled, rumpled
Baked in the oven
Served to the table.

Children: Buns! Bread! Pancakes! Pie! Cake!

Educator: Well done! Ksyusha and Vadik correctly guessed the riddle. This is bread. Where do we get bread from?

Children: From the store. From the oven.

Educator: But aliens tell me that bread grows on trees, and people collect and sell it.

Children (in chorus): Not!!

Educator: Not? Indeed, this hard work of people. Let's remember together what needs to be done to grow bread. So what needs to be done first?

Sasha: You need to dig up the ground and plant the seeds.

Educator: That's right, Sasha. Plant the grain. What happens next? What do people do when the ears have grown and ripened?

Kate: Harvest.

Educator: That's right, chew. So? The ears are threshing. Then the grain is ground in millstones into flour. And the baker makes dough from flour and bakes a variety of bakery products: buns, cheesecakes, braids and much more. So today we will be real bakers and cook various dough products. You have a piece of dough on the tables. Divide it into two equal parts and make any two bakery products. In order to get a donut, you need to roll out the cylinder and connect the two ends, if you twist the cylinder, you get a braid, if you roll it, you get a bun. And if you roll a cylindrical shape, you get a roll. Now each of you will think well what he will sculpt, and after that it will be possible to start work.

Independent work children. The teacher reminds how to sit at the table correctly.

Carries out individual work:

· reminiscent of modeling techniques;

· uses repeat exposure, verbal rewards, praise;

· helps in decorating the work with small details.

Gives five minutes notice when the job is done.

The teacher analyzes children's work. The children themselves are involved in the analysis:

Educator: Children, let's carefully look at all your work and choose the most original work.

Children: At Nastya! I have! Ksyusha! At Nastya! Serezha!

Educator: Okay, so we decided that Nastya has the most original craft. What did you like about her work? Is the work decorated with small details?

Children: Yes!

Educator: What is interesting, unusual in the work?

Valera: Her braid turned out as if with a poppy.

caregiver sums up the lesson: Today in the lesson we remembered how people grow bread, we tried to sculpt from the dough ourselves. I liked the work of Sasha, Masha, Katya, Nastya: they showed creativity and independence. And Vadim and Sveta will try next time and they will get different original products.

Annex 3

Questionnaire

Appendix 4

An exemplary outline of a modeling lesson

Topic: "Friends for the bun"

Target: To form the ability to roll lumps of plasticine between the palms in a circular motion. Encourage them to name the characters in the story. Continue to cultivate a benevolent attitude towards game characters, arouse sympathy for them and a desire to help. Continue to develop interest in modeling.

Material: screen, puppet theater characters for the fairy tale "Gingerbread Man", plasticine, boards, stacks, napkins, a truck on a leash.

Lesson progress:

Children sit in front of a screen.

caregiver, sitting behind a screen, so that the children can see him: Guys, who is in my hands? (Kolobok). Who baked it? (Grandma appears from behind the screen).

Children: Grandmother.

Educator: Who did the bun meet in the forest? (hare shows up)

Children: Bunny.

Educator: And who else? (wolf shows up).

Children: Wolf.

Educator: And who else? (the fox appears).

Children: A fox.

Educator: Everyone wanted to eat Kolobok, and he was offended. It became bad for him alone. I want Kolobok to play with someone. (Comes out from behind the curtain.) Let's make friends for the big Kolobok - little Koloboks. Then they will play, sing songs, they will have fun together!

The teacher escorts the children to the tables. Shows shaping movements. Children roll koloboks between their palms. The teacher provides individual assistance.

caregiver after sculpting: Where are the eyes? Mouth? (makes them a stack). Now the koloboks can see everything and sing a cheerful song:

I'm Gingerbread Man, Gingerbread Man!

I have a rosy side!

The big Kolobok was delighted that he had so many friends. He began to jump for joy: “Hurrah! Hooray! Here are my friends!”

Educator: Guys, let's ride all the koloboks in a car. Get them in the car. We had one Kolobok, but there were many!

Together they sing a song:

The car, the car, goes, buzzes.

In the car, in the car, Kolobok is sitting.

Friends are driving in the car.

Fun everyone! Hooray! Hooray!

Sample outline of a drawing lesson

Target: to acquaint children with the method of depicting rounded objects with a brush and exercise in its application; develop the ability to transfer the image method to new conditions and generalize it.

Methods and techniques: showing image mode; image evaluation; game techniques (playing out visual material and children's drawings).

Material: pencils, brushes; paints (gouache), pyramid, rings.

Lesson progress:

The teacher creates a game situation. A pencil and a brush stand on a stand and talk to each other:

Pencil: Brush, what can you draw?

Tassel: The paths are long and short, the leaves. And what can you do?

Pencil: I can do it too. And the guys taught me to draw rings for the pyramid.

Tassel: I don't know how, but I want to learn it too. Teach me!

Other brushes: And me! And me!

Pencil: I would teach you, but with a brush you need to draw differently than with a pencil. Ask the guys, they will teach you.

caregiver: Guys, let's teach brushes to draw!

Shows how to draw, fixes attention on the position of the brush. The image process is a kind of game with a brush, teaching it to draw. The teacher in individual work with children admires, is surprised how well the brushes draw, how quickly they learned. When the drawings are ready, the children themselves bring them to the teacher.

When creating each drawing, the teacher happily says: “The rings rolled, they were painted by Tanya's brush (Lena, etc.) And here are the rings rolling, but what round ones! And this ring is hard to roll. Why? How did the brush draw? She was in a hurry, ran ahead of the stick, became like an angry, prickly hedgehog. Here the ring turned out to be so uneven, it is difficult for him to roll. How was the brush supposed to run?

When evaluating drawings, children's attention is drawn not only to the expressiveness of the image, but also to the mode of action. The teacher in a playful way explains to the children that the expressiveness of the created image depends on the technique of drawing with a brush.

Annex 5

table 2

Protocol #1

Subject: Sergey Arkhipov

Protocol #2

Subject: Andrey Verkeev

Protocol #3

Subject: Godun Daniel

Protocol #4

Subject: Galyushik Daria

Protocol #5

Subject: Dudko Svetlana

Protocol #6

Subject: Evgeniy Zinchenko