Created, organized and led by one child. In this case, the child can himself determine the meaning and content of the game, temporary rules for himself, which he can modify during the game, for the sake of more effectively achieving the goal determined by his own meaning of the game actions. This type of game is typical for younger children. preschool age, as well as children limited in collective communication for one reason or another.
Children of primary, preschool and, less often, primary school age prefer so-called free or free games. They consist in the fact that children themselves spontaneously come up with a game, with the obligatory presence of a goal and its achievement. Such games are predominantly plot-based in nature, with the distribution of roles in accordance with the plot, and are often used by teachers to expand psychological tasks, including rehabilitation ones. In this regard, such games are called role-playing games.
Collective outdoor games are called so on the basis of the simultaneous participation of a certain number of players in the game. This type of game is most popular among children and is very diverse. Collective games are divided into team and non-team.
Non-team games are carried out with a driver and without a driver. On a functional basis, non-team games without drivers are characterized by individual competition among players for their place in the game, determined by the rules. playground or in the formation of the players, as well as the individual manifestation of respect for order in collective actions. A feature of non-team games with a driver is, according to the role functions of the players, confrontation with the drivers and opposition of players of one team to the driver of the other by interacting with teammates or with their support and direct physical assistance.
Team games are divided into games during which the participants, in accordance with the content of the game and the rules, do not come into physical contact with the opponent, and into games with the presence of physical opposing contact between the opposing players during the game actions.
In games without physical contact rivals based on the functional characteristics of the players are present: display of single combat for their team; manifestation of the struggle for one’s team through mutual support and physical assistance of players of the same team.
Outdoor games with contact interaction Players of opposing teams are divided according to the functions of the players: into individual combat for their team; fighting for the interests of your team, but with the totality of all single combat actions, the support of teammates and their physical assistance.
A number of team games have a pronounced pre-sports, or semi-sports character, the content of which includes simple elements, techniques of certain sports games that do not require specially targeted technical training and readiness of the players. These games are characterized by the distribution of game functions and roles among the participants. Semi sports games are held according to special rules and stimulate players to demonstrate basic technical and physical preparedness.
Non-team and team outdoor games are characterized by a number of games of typical motor actions generalized for these groups:
- performing rhythmic movements - demonstrating creativity, as well as imitation of animals in their specific movements;
- dashing over short distances with demonstration of speed and agility;
— high-speed action of a clearly coordinated nature with various inventory items;
— jumps associated with overcoming obstacles, force resistance;
- manifestation of previously formed motor skills based on the ability to navigate in space, capture and distinguish sounds and observation.
Outdoor games with a driver and without a driver are carried out by players of different age groups, however, it is advisable to use the version of the game with a driver in accordance with the age-related motor abilities of children, without excessively complicating the content and rules of the game.
In musical outdoor games Mainly two types of music are used. The first is based on the musical arrangement of the plot side of an outdoor game, for example, the fairy tale genre. In this case, the teacher is required to demonstrate elementary musical preparedness, and, if possible, to involve specialist musicians in the creation of a game motor composition. The second option is based on the use of music in the game as a musical background for the motor content of the game in order to increase its emotionality. Moreover, this background can either be neutral in nature, or determine the tempo-rhythm pattern of the development of the game. In all cases of using music in the process of outdoor play, the teacher is required to demonstrate professional creativity and the desire to provide children with aesthetic pleasure.
Outdoor games with physical contact with an opponent are divided into games where the contact is indirect, for example in tug-of-war, or random, which is difficult to avoid without violating the content of the game and its essence. When selecting games or spontaneously determining their content, it is recommended to avoid games with potentially traumatic content, where targeted physical contact between players can lead to undesirable and dangerous consequences for their health.
Sports games represent the highest form of outdoor games as a means and method of physical education. The universality of sports games lies in the fact that all ages of people are submissive to this form of physical activity, with the only caveat that in the age aspect, progress towards the use of sports games is carried out through the gradual introduction of physical education of pre-sports and sports games. Sports games, according to their target setting, are divided into games of popular mass use within the framework of general physical development and improvement as a means of sports for everyone. The highest form of sports games is sports games highest achievements and professional sports, which are a valuable and indispensable means of developing children’s ability to perceive and understand aesthetic values physical culture using the example of sports games with high performing level of players. In different age periods contemplation of sports games with a high performing level has an unconditional beneficial effect on the education of children in this area, on the formation of personal body-motor culture. The use of sports games with a mass focus, as well as the contemplation of real games on television, contribute to the possible sports orientation of the child, his choice for a professional sports career.
Outdoor games - a school of movements. Therefore, as children gain motor experience, games need to be made more complex. In addition, increasing complexity makes familiar games interesting for children.
When varying the game, you cannot change the design and composition of the game, but you can:
- - increase the dosage (repetition and total duration of the game);
- - complicate motor content (sparrows do not run out of the house, but jump out);
- - change the placement of players on the court (the trap is not on the side, but in the middle of the court);
- - change the signal (instead of verbal, audio or visual);
- - play the game in non-standard conditions (it is more difficult to run on sand; in the forest, running away from a trap, you can hang, clasping a tree trunk with your arms and legs);
- - complicate the rules (in senior group those caught can be rescued; increase the number of traps, etc.).
A child of the senior preschool group should already be able to master the basic movements, although not yet completely, so games related to running, jumping, throwing are interesting to them. In addition, all these movements are best developed in games. When conducting outdoor games with older children, it is necessary to take into account the anatomical and physiological characteristics of children, the relative susceptibility of their body to various influences environment and fatigue. The skeleton of a 5-6 year old child is still developing. A significant layer of cartilage tissue causes greater flexibility of bones, especially the spine. The muscles are relatively weak (in particular, the back and abdominal muscles). The strength of the supporting apparatus is also still low. Therefore, outdoor games with a variety of movements, without prolonged muscle tension, become of great importance.
The cardiovascular system of a 5-6 year old child is characterized by great vitality: the vessels are quite wide, and the walls of the vessels are elastic, which creates favorable conditions for the work of the heart muscle. But the functions nervous system regulating the functioning of the heart are not yet sufficiently developed (mild excitability of the heart).
Children show greater physical activity in games, especially in cases where jumping, running and other actions that require a lot of strength and energy are interspersed with at least short breaks and active rest. However, they get tired quite quickly, especially when performing monotonous actions. Considering the above, physical activity when playing outdoor games must be strictly regulated and limited. The game should not be too long.
The attention function of preschoolers is not yet sufficiently developed; they are often absent-minded and switch from one subject to another. In this regard, it is advisable to offer them short-term outdoor games, in which greater mobility alternates with short breaks. The games consist of a variety of free, simple movements, and large muscle groups are involved in the work. The simplicity and sparseness of the rules of the game are determined by the lack of stability of attention and the relatively poorly developed volitional qualities of children 5-6 years old.
Children of this age are active, independent, inquisitive, strive to immediately and simultaneously be involved in the games being played, and during the game they try to be relatively short term achieve set goals; they still lack patience and perseverance. Their mood changes often. They are easily upset when they fail in a game, but, having become carried away by it, they soon forget about their grievances.
Children 5-6 years old perceive more clearly and better assimilate everything that they see, hear, and observe. However, at this age, the child’s figurative, objective thinking is gradually replaced by conceptual thinking. Children demonstrate greater awareness in play activities; they develop the ability to share impressions, compare and contrast what they observe. They are more critical of the actions and actions of their fellow players. The emergence of the ability to think abstractly, critically, and consciously control movements allows children to successfully master complex rules of games and perform actions explained and demonstrated by the leader.
Older children love and know how to play. You can agree with them on the place and signal for collection long before the start of the walk. Children younger age do not accept such methods. Directly on the playground, older children can be gathered with the help of barkers (One, two, three! Play, run quickly!; One, two, three, four, five! I call everyone to play! etc.). You can, in an interesting way, instruct individual children to collect the rest within a set limited time (while the spinning top is spinning, a melody is sounding, attributes are being placed). You can use non-standard sound and visual signals (sports whistle, bell, grape inflatable balloons, flannelgraph, etc. Surprise moments are also effective: those who can run under a rotating rope, who can slide along an ice path, etc. will play.
Organizing children requires great resourcefulness from the teacher, because they also need to be taught to play and develop an interest in outdoor games. Therefore, the leader, attracting the attention of the kids, demonstratively plays with the ball, accompanying the movement with poetry: “My cheerful ringing ball...”, or spins, holding hands with the birthday boy or doll and singing the song “Loaf”; or, approaching the children, in a mysterious voice he offers to see whose ears are sticking out behind the bush, and the house drawn on the playground, where the teacher invites them, looks like a real one - with a roof and a chimney...
The leader should state the rules of the game briefly, since children strive to reproduce everything stated in the actions as quickly as possible. Often, without listening to the explanation, children express a desire to play one or another role in the game. It’s not bad if the leader talks about the game in the form of a fairy tale, which is perceived by children with great interest and contributes to the creative performance of roles in it. This method can be used to better assimilate the game when children are inattentive or when they need a rest after physical activity.
Children 5-6 years old are very active, but, of course, cannot calculate their capabilities. All of them basically want to be drivers, so the leader must appoint them himself in accordance with their abilities. You can also appoint the player who won the previous game as the driver, rewarding him for not being caught, completing the task better than others, taking the most beautiful pose in the game, etc.
The choice of driver should contribute to the development in children of the ability to correctly assess their own strengths and the strengths of their comrades. It is recommended to change the driver more often so that as many children as possible can play this role.
It is better to give signals in games for preschool children not with a whistle, but with verbal commands, which contributes to the development of the second signaling system, still very imperfect at this age. Recitatives are also good. Rhymed words spoken by the choir develop children's speech and at the same time allow them to prepare for performing an action on the last word of the recitative.
Children of this age are very vulnerable, so it is not recommended to take them out of the game for mistakes. If the content of the game requires the temporary withdrawal of the losers, then it is necessary to determine a place for the dropouts and remove them for a very short time. The manager must be tolerant of violations in the game and non-compliance with the rules, remembering that this is mainly due to inexperience, inability to play group games and insufficient general physical development of children.
Children's desire for invention and creativity is realized in outdoor games, which often have a plot-based character. Imaginative plots become more complex than in the games of 3-4 year old children. For children of this age, games with elements of mystery and surprise can be very attractive.
In older preschool age, it is not advisable to play team games. Gradually, with the acquisition of motor experience and with an increase in children’s interest in collective activities, games with elements of competition in pairs (running, hoop racing, jumping rope, ball rolling) can be included in the lesson. In the future, children should be divided into several groups and played with them in competitive games such as relay races with simple tasks. When dividing players into competing groups, the leader must take into account the correspondence of the nature of the game actions to the physical fitness of the children, and immediately identify the results of each player’s actions for his team.
The predominant place is occupied by games with short dashes in all directions, in a straight line, in a circle, with changes in directions, games with running such as “catch up and run away” and with dodging; games with bouncing on one or two legs, with jumping over conditional obstacles (a drawn “ditch”) and over objects (a low bench); games with passing, throwing, catching and throwing balls, cones, pebbles at a distance and at a target, games with various movements of imitative or creative nature. Each game consists mainly of one or two of the above types of movements, and usually they are used separately or alternately and only occasionally in combinations.
To carry out most games, the leader needs bright, colorful equipment, since in children the visual receptor is still poorly developed, and attention is scattered. The equipment should be light, convenient in volume, and correspond to the physical capabilities of children. Thus, medicine balls weighing up to 1 kg can only be used for rolling and passing, but not for throwing; and for games it is better to use volleyballs.
The recommended equipment for the games is as follows: 20 small flags of different colors, 40 small balls, 4 large balls (like volleyballs), 4-8 hoops, 40 short jump ropes, 2 long jump ropes, 6-10 sandbags, 6 - 8 paper caps (cylindrical shape) and 6 -8 blindfolds.
It is recommended to distribute outdoor games during class as follows.
In the preparatory (or final) part of the lesson, you can include games with rhythmic walking and additional gymnastic movements, which require organization, attention, and coordination of movements from the players, contributing to the overall physical development(for example, the game "Who approached").
In the main lesson of the lesson, after performing the main movement, for example running, in order to develop speed and dexterity, it is better to play running games (“Two Frosts”, “Wolves in the Moat”, “Geese-Swans”), in which children, after running quickly and dodging , jumping, jumping can rest.
An activity consisting of games requires participants to have some gaming skills and organized behavior. This activity includes 2-3 games familiar to children and 1-2 new ones.
Classification of outdoor games
Outdoor games are extremely rich and varied in content. The variety of outdoor games has long led researchers to the need to group and classify them. Games were classified according to different parameters:
· according to the principle of organizing children - single and team games;
· age principle - for junior, middle and senior preschool age;
· types of movements - games with running, jumping, balance, throwing, climbing;
· motor abilities - developing speed-strength abilities, speed, endurance, agility;
· degrees of intensity of movements - high, medium and low mobility;
· features of the content - outdoor games with rules, plot and non-plot; elements of sports games (basketball, football, hockey, badminton, etc.).
The most significant for the development of a child’s motor skills is the classification, which is based on the features of the content of outdoor games. Outdoor games with rules (plot and non-plot) are widespread in kindergarten practice. A characteristic feature of this type of games is that they are built on the basis of children’s experience and knowledge of the life around them. The basis for developing the plot are familiar images (bunnies, foxes, birds, etc.), episodes from the lives of people, natural phenomena. The child imitates them in play. Plotless games contain motor-game tasks that are not related to the playing out of the plot; they do not contain game actions. Each child performs a specific motor task that requires independence, speed, and dexterity.
The integrated use of plot and plotless outdoor games requires their skillful management. When organizing outdoor games, the professional training of the teacher and his pedagogical foresight are of particular importance. By arousing a child’s interest in the game, the teacher must notice and highlight significant factors in the development of children, real changes in knowledge, skills, and abilities. Much attention is paid the right choice games: the time and place of its holding, the number of players, and their motor experience are taken into account. Pedagogical observation allows the teacher to choose necessary methods guiding the game, adjusting the motor behavior of children.
In the first younger group Games are played with a simple and accessible plot. The heroes of the games are well known to children (cat, mice, birds). Children met them in life or became acquainted with them through fairy tales and pictures. When playing, children are attracted by the process of action itself: to run, to catch up, to throw. The development of movements is controlled here through a plot, which completely depends on the creativity of the teacher. All children play the same roles, while each child acts individually, depending on his motor abilities. The same movement is performed in different situations. During the game, the adult tries to interest the children, show them a pattern of movements, teach them to act on a signal, and obey simple rules. The teacher himself plays the leading role, doing it emotionally and figuratively. Various attributes enliven the game: medallions with images of animals, hats, “fairytale” houses. With their help, children easily get into character and imitate the hero. Games with text are of great interest to children. Words reveal the content of the game and help the child follow its rules.
Game exercises (“let’s jump over the stream”, “throw the ball into the house”) give children the opportunity to master some types of movements that are difficult for them (throwing, jumping, etc.). Along with indirect techniques, direct teaching techniques are used here. The teacher shows the exercise, monitors its implementation, if necessary offers to repeat it again, and encourages the children for their efforts.
In the second junior group outdoor games have a simple plot and simple rules, but the movements that are included in them become more diverse (climb a cube, jump and get a toy, etc.). Children need to be taught to play. An essential point that influences the course of the game is the teacher’s explanation. It is given to children emotionally and expressively; a figurative storyline is used, which contributes to a better transformation of the child into a playful image. The teacher plays with the children, fulfilling both the main and secondary roles, monitors the placement of the players, their relationships, figurative performance of motor actions, and teaches the children to act together. It is important that the content of the game activities is understandable to children. This increases their motor activity. The same game is repeated without changes 2-3 times, then new rules and new movements are included, and the conditions are changed. The varied content of a familiar game enhances its educational value. Gradually, the teacher accustoms the children to play responsible roles in the game (when assigning a role, it is necessary to observe the order).
When children perform a game exercise, the teacher explains and shows it, focusing on those moments that cause difficulties for the majority. At this age, the child can repeat the game exercise only in general terms.
In middle preschool age Most games have detailed plots that determine the content of the movements and the nature of the relationships between the players. A significant place is occupied by games in which the actions of the characters correspond to reality. When conducting a plot-based outdoor game, the teacher tells the children its name, outlines the content, highlighting the rules of the game, emphasizes the meaning and features of the actions of each character, and shows movements that may cause difficulties for the players. It is important to make sure that children understand the terms of the game and have a good understanding of its motor content. Then the teacher distributes roles among the players. The role of driver is first assigned to an active, energetic child who can cope with it, and then in turn to the rest of the children in the group. Child's choice main role motivated by the teacher. In the game, the adult acts on an equal basis with all the players, evaluates the correctness of movements, the motor behavior of children, and regulates physical activity. When repeating a familiar game, its variants are created: the movements that the children perform change, the rules that require endurance and self-control are included, and the form of organization of the players is modified.
In game exercises, conditions are created to achieve a certain result. Game tasks (“who is quickest”, “who will throw farthest”, “whose line will be built the fastest”) are given a competitive nature. Such tasks stimulate children to move quickly, teach them to take responsibility for their actions in a team, and lead to achieving a common goal.
In outdoor games for children of senior preschool age the plot is no longer entertaining of great importance, the number of games that do not have images is increasing. The rules of the games become more complex and form the child’s ability to control his behavior. Children are tasked with instantly reacting to changes in the game situation, showing courage, determination, endurance, and acting in accordance with the interests of the team. All types of outdoor games are used, including plotless and relay games. When explaining the game, the teacher reveals its content from beginning to end, then, with the help of questions, clarifies the rules, reinforces the poetic texts, if they are in the game, and invites one of the children to repeat the content. After this, the teacher indicates the location of the players and distributes the roles, appoints a driver, guided by certain pedagogical tasks (to encourage a new child, to show with an active example how important it is to be brave), invites the children themselves to choose a driver, chooses a driver " with a magic wand", counting. During the game, he monitors the actions and relationships of children, their compliance with game rules, using various techniques he increases physical activity: increases the distance for running, changes the duration of intense movements in games with dodging, rationally uses the text of the game (the full text is reproduced only at the beginning of the game , later it is reduced and the children utter only words that encourage action), appoints two or three drivers at once (in this case, not only physical activity increases, but also the emotional richness of the game). When summing up the game, the teacher analyzes how the children managed to achieve success, why the “trap” quickly caught some players, while others were not caught. Children are involved in discussing the results. This teaches them to analyze their actions. When playing the game repeatedly, preschoolers learn to independently create its variants: they come up with new plots, more complex game tasks and rules, and create various combinations of movements.
In older preschool age, relay race games are widely used. To participate in them, two or three teams are formed, equal in number of participants. The teacher clearly and consistently explains the content and rules of the game, and the conditions for determining the winner. Before the competition begins, it is necessary to conduct a rehearsal so that everyone understands what is required of them and adjusts to the game. First, children are offered simple relay races with different types of movements (running, jumping on two legs), then pairs and counters (they differ from simple relay races in that children perform movements in pairs). However, team games and relay games should not be played only. Games with a fascinating plot are no less interesting for older preschoolers.
Systematic repetition of outdoor games, each of which is based on
any movement, contributes to the assimilation and improvement of this movement,
leads to the development in children of good orientation in a gaming situation, the formation
quick and meaningful reaction to the actions of the players. Repetition of games and exercises
also promotes the development thinking abilities child, education
organization, the ability to subordinate one’s actions to the rules common to the team.
Small children (third year of life) rather slowly learn the necessary
skills. Therefore, the teacher can repeat games familiar to them without fear that they will
get bored. Gradual assimilation of the content of the game, its rules and, as a result, increasing
independence brings joy to children and maintains interest in the game. With children
in the third year of life it is advisable to repeat new game 3-4 times in a row, after which
switch to some other one from among those already known to them, and then should again
return to repeating the game being learned.
The educational and educational side of outdoor games will be enhanced if
repeating them slightly modify and complicate them. This can be achieved in different ways
ways. The game can be made more difficult by slightly changing the rules, increasing the requirements for them
execution, including new movements (walk or run, step over or
climb), changing their pace, requiring more accurate execution of motor
assignments. The number of children simultaneously acting in the game, their form
relationships between themselves and the teacher also give the game a different character.
For example, in a small team small child it's easier to navigate, it's lighter
finds its place; the game is more interesting if the role of the driver is played by
teacher
It is especially important to slightly change the games when repeating them in groups of children.
fourth year of life. The experience of children of this age, their capabilities are much wider,
therefore, they quickly assimilate the content and rules of the games offered to them, master
movements, act more boldly in a group of peers. At this age, children are already
many games are familiar. To games that are repeated often and without changes, they quickly lose
interest.
Creating options for outdoor games for children of the fourth year of life is possible in
due to some changes in the conditions for carrying them out, making additions to the motor
assignments. For example, when repeating the outdoor games “Birds in the Nests”, “Sparrows”
and cat" you can make the following changes: first you can place the children on chairs (in
nests) placed in one row; after a while when repeating the game
nests for birds are made from the same chairs, but placed 4-5 in different
places in the hall. This makes it possible to increase the distance for running, making it more difficult
children's orientation in space. If in the first option the kids playing the role
birds, sparrows, after a signal about the danger that threatens them, they all run away in one
direction, then in the second they will need to remember the location of their houses and after
signal to run in different directions, trying not to confuse the houses and not be
caught. In the following versions of these games, to designate houses, nests
other aids can be used: hoops, low benches, cubes, cords, etc.
New benefits themselves attract the attention of children and make them want to
play; in addition, using them in games allows you to complicate movements and change them
character. If in the first versions of the game "Sparrows and the Cat" children rise from their chairs
and run out into the middle of the room, hall, imitating the flight of birds, then when used in
as nests of large or small hoops, they jump out of them, and then
fly. The use of low benches makes it possible to train children in
jumping, teach them to land softly (“You have to jump quietly, like
birds"). Thus, replacing equipment increases the efficiency of familiar
games.
Making some changes or additions to the games does not change their content and
rules, however, elements of novelty increase children’s interest in the game, encouraging them to
greater activity, initiative, independence, and often creativity,
fiction. So, the following additions can be made to the game "Train": first, children
they simply move one after another in a column one at a time - they travel by train, the train does
stopping by a sound signal or when the teacher waves a red flag; then by
according to the teacher’s instructions, the train can move either faster or slower; at the next
repetitions of the game, the teacher invites the children to go out for a walk while the train stops.
lawn, pick flowers, berries, etc. Imitating these actions, kids do a series of
movements: running, bending, squatting, jumping, etc. Often children themselves
complement and expand the plot of the game. Gathering imaginary flowers and berries, they bring
to their teacher and say: “It’s like you have a basket. We’ll fill it up now and go.”
home." Thus, the imagination and ingenuity of the players can sometimes suggest to an adult
An interesting direction in game management. Next time when playing again
The teacher invites the children to jump over the groove at the bus stop (placed on the floor
ropes), play ball, etc. Thus, thanks to some additions
well known to kids simple games can be repeated many times throughout
academic year, getting them to more clearly follow the movements and rules. This
allows you to limit yourself to a relatively small number of games.
When conducting outdoor games with children of primary preschool age, it is important
Make sure that children are not overtired or too excited.
During the game, physical activity constantly changes. The structure of games
the rules provide for the appropriate alternation of active actions of children with
rest. However, their duration and intensity are not stable. Using the plot and
rules of the game, the teacher, at his own discretion, can increase or decrease
duration of game episodes, set their shift, increase intensity
movements. The number of repetitions of the game or
exercises in one session.
When conducting a game, the teacher should strive to increase it
effectiveness while at the same time ensuring that there is no overuse
physical activity that negatively affects the child’s body that has not yet become stronger.
Severe redness of the face in children (and in some, on the contrary, excessive pallor),
sweating, rapid breathing, excessive excitability, distracted attention
indicate that play should be stopped or paused so that children can
rest. During pauses, you can talk with the kids, clarify the rules, repeat
text, etc. As experience shows, outdoor games with children of the fourth year of life can
be carried out 4 to 6 times in a row.
Repeating the same game throughout the year should take place in different
conditions: in a group room, in a hall, on a group site, in a clearing. Necessary
use more widely natural conditions. This also helps to increase
effectiveness of the impact of outdoor games on comprehensive development child.
It is advisable to repeat new games with kids 2-3 days in a row. In the future
games must be alternated with others, using them when repeating various options.
Games that are well known to children can be repeated after 7-10 days. In this case
children are showing interest in them again.
The teacher should strive to ensure that children
fell in love with outdoor games and showed a desire to play them
on one's own. Creating conditions for games and
exercises
For conducting outdoor games and exercises in every preschool institution
it is necessary to have a variety of physical education equipment that can be
installed both on site (in group areas) and in group rooms. It
widely used in organized physical education classes and
outdoor games, and also stimulates independent motor activity children.
For exercises in walking and running, in walking while maintaining balance, you must have
such aids: a platform with ladders on both sides, a platform with a ladder and a ramp,
gymnastic benches, logs (round or with a hewn top), simple and
hooks for attaching them to gymnastic walls, stands, boxes, wooden
bars no more than 20 cm high, swings and rocking chairs different designs, racks (height
130-140 cm), strips or ropes with weights at the ends for hanging them on racks.
There should be aids for climbing exercises on the site and indoors.
Since these exercises are quite monotonous, it is important that the manuals be different;
doing exercises on different aids will make them more interesting and useful
for kids. Climbing aids: gymnastic wall, step ladders,
attached ladder with hooks, attached ramp with hooks.
For crawling and crawling, arches, hoops, gymnastic benches are used,
logs, wooden boxes, horizontal and inclined boards, etc.
Children use balls to throw, roll, catch, and hit targets.
different sizes, wooden and celluloid balls, sandbags (weight
150-200 g), as well as cones, pebbles and other objects. As targets
You can use hoops, baskets, and various nets.
When performing jumps, you need cords, flat hoops, low benches
or boxes.
IN winter time for outdoor games, the area is cleared of snow and constructed
low snow banks, small slides, ice tracks for sliding, snow
figures for hitting the target, snow labyrinths (for walking, running, climbing).
In spring and summer, during walks, children should play and exercise
take advantage of the natural conditions of the surrounding area. Grooves, hillocks,
fallen trees, stumps, streams, trees, bushes are beautiful
"benefits" for children to acquire necessary and useful natural skills
movements. They can serve as obstacles to be overcome during games or
exercises. Kids learn to move correctly in different environments: deftly
run between the trees while maintaining balance; walk along narrow paths in the forest and
in the field; bending down to make your way between the bushes; climb tree stumps; step over
over bumps; crawl over logs, etc. Children’s motor experience is enriched,
are being improved functionality child's body.
On fresh air it is important to play games with movements such as running,
throwing balls, throwing pebbles, cones, etc., i.e. those for which you need
space.
Indoors, as well as on the site, it is advisable to have exercise aids
V different types basic movements. In addition, for indoor games you can
use and various furniture: tables, chairs, stools, sofas. Yes, through
Children can step over or crawl under the rail placed on the seats of the chairs.
her, roll balls, balls, etc. between the legs of the chair.
In addition to the aids and items listed above, for games and games
exercises, you need to have a sufficient number of different small aids and
toys that can be used both indoors and outdoors. These are sets
flags, rattles, balls of different sizes, balls, colored ribbons, jump ropes, cords
long and short, reins, hoops, small rings, plywood or cardboard
circles, cubes, sticks, skittles.
All this allows you to diversify game exercises and change the conditions
performing motor tasks in games.
For the convenience of using small allowances, appropriate
each of them has stands, nets, baskets. They are installed so that kids
they themselves could take from them what they needed for the game and put it back at the end of it. This
important for developing independence in children, careful attitude to benefits,
compliance with a certain order.
When conducting story-based outdoor games with kids for a child,
performing a responsible role (cat, bear, wolf, rooster, etc.) leading, you can
use hats, some costume elements that emphasize features
characters. The rest of the children taking part as mice, birds, chickens,
hats are optional. But if the game is played at a festive matinee or at
evening of leisure, then hats can be put on all children to create a certain
festive mood.
Preparing a room or site, selecting appropriate equipment,
benefits are necessary conditions For proper organization carrying out
outdoor games.
Description of outdoor games and games
exercises
Timofeeva E.A. Outdoor games with children of primary preschool age: a guide for educators / E.A. Timofeeva. – M.: Education, 1986. – 67 p.
Outdoor play is an indispensable means for developing children’s movements, their sensory, cognitive and creative abilities, but its educational value depends on its proper management and skillful implementation.
Nowadays, all teachers note a decrease in children’s interest in outdoor games. This happens, in our opinion, for the following reasons.
Firstly, the desire to play may not arise if the plot of the game does not correspond to the information children have about the world. The modern child has access to various sources information, he has a wide variety of knowledge, which is usually not reflected in outdoor games.
Secondly, Teachers, when mastering a new outdoor game with children, often limit themselves to only two stages: learning the game and consolidating it, omitting the third stage - improving movements in an outdoor game.
Thirdly, Teachers often consider the game only as a means for consolidating motor skills, that is, they limit it by the principle “Movement for the sake of movement.”
The number of outdoor games in almost all programs for preschool educational institutions is small, with the exception, perhaps, of the Program for the Education and Training of Children (M.: Publishing House "Education of Pre-Schoolchildren", 2004). This is due to the fact that the teacher must first learn the game with the children, then consolidate it and only then offer various options for its implementation.
What might these options be? Many teaching aids present various outdoor games, but, as a rule, there are no options for their implementation. In the manual V.A. Shishki-noy, M.V. Mashchenko “What kind of physical education does a preschooler need” (M., 1998) using the example of sedentary games (“Find and be silent”, “Don’t fall”, etc.) gives recommendations on how to avoid monotony in the game. The authors suggest looking for different objects each time, holding hands, walking backwards, according to a given pattern, etc.
Train game
Various options for conducting outdoor games include preserving its rules and improving children’s movements, taking into account their individual characteristics. For example, when organizing Train games(in the second youngest and middle groups) you can change its traditional beginning (“children line up in a column one at a time - without holding on to each other”) by introducing the role of a conductor who will sell train tickets. This role can be offered to shy children or a child with low self-esteem. Other variants of the “Train” game are also possible.
1. The locomotive goes around obstacles - children move like a snake between chairs and cubes.
2. A steam locomotive travels through a tunnel - children crawl under the arches.
3. The teacher regulates the movement of the locomotive using a traffic light: raises a red flag - children must stop; yellow - go; green - run.
It is advisable to introduce various movements of children at the “station” into the game.
1. Children depict how they pick mushrooms, berries, pick wild apples, step over thorny bushes (walking with wide strides), walk over hummocks (side step), etc.
2. Children imitate the habits of the inhabitants of the forest: a bear (walking on outside feet, arms, slightly bent at the elbows, in front of you), foxes (walking on toes), deer (walking with high knees, arms crossed above the head), hare (jumping forward), butterflies (running with smooth hand movements), caterpillars (crawling).
3. By train, children can come to the zoo - they depict a tiger (walking with arms moving in front of them), a crocodile (walking with straight arms in front of them), a giraffe (walking on their knees, hands clasped behind their back), an elephant (walking with support on the hands and feet), a boa constrictor (moving forward, bending and unbending the legs at the knees, supporting the back on the hands), etc.; to the land of riddles - they guess the riddle and “depict the answer”; to the land of favorite fairy tales - they depict the heroes of one or another fairy tale.
4. Children move to the text of T. Volgina’s poem “Locomotive”.
Choo-choo! Choo-choo!
The train is rushing at full speed.
Choo-choo! Choo-choo!
Ooooh!
I'm puffing, puffing, puffing,
I'm dragging a hundred carriages!
Ooooh!
(Movement speed increases.)
Steam locomotive, steam locomotive,
What did you bring us as a gift?
- Animals. Zaychikov (children stop and perform imitation movements).
The locomotive whistled
And he brought the trailers:
Choo-choo! Choo-choo!
I'll rock you far (children get on the locomotive).
The locomotive brings rabbits, frogs, bear cubs, chickens, sparrows, etc. Children imitate their movements and “voices”.
The following are options for conducting outdoor games (see: Penzulaeva L.I. Outdoor games and play exercises for children 5-7 years old. - M: VLADOS, 2001. Fomina A.I. Physical education classes and sports games in kindergarten. - M: Enlightenment, 1984. Chistyakova M.I. Psycho-gymnastics. - M.: Education, 1995).
Options for conducting outdoor games
"Find Your Place"
Each player chooses a house for himself: a chair, a circle, a gymnastic bench, etc. At the teacher’s signal, the children run out onto the playground, running lightly and trying not to make noise in different directions. At the signal “Find your place” they return to their places.
1. Children imitate movements: in winter we ski (walking with wide strides with a go-ahead), ice skating (walking with legs out to the side, body tilted, hands behind back), making snowballs and throwing them (“ took the snow” - tilt, touched the floor with both hands, “made a snowball”, “threw” - throwing), warming up (running); in the summer we swim (running with arm movements - “breaststroke”), dive (running with stopping and squatting), run after dragonflies and butterflies, and ride a bicycle.
2. Children can be divided into two teams.
"Find your color"
The teacher hands out red, blue, yellow, green flags. Children gather in different corners of the room, pre-designated by the teacher with a flag of a certain color. At the signal “Go for a walk” they disperse around the room in different directions; at the signal “Find your color” they gather near the flag of the corresponding color. The group that gets together the fastest wins.
Game options (second junior, middle group)
1. Children can gather near a hoop whose color matches the color of their flag.
2. Children can gather near a hoop containing a pin the same color as their flag.
3. The teacher raises the flag and names its color. Children with the same flags run up to the teacher, the rest run away from him.
4. Children stand in a circle, everyone has mugs of different colors in their hands. Educator: “The big circle is a flowerbed. There are various flowers on it” (lays out the middles of the flowers). At the signal “Find your color,” children run up to the circle of the corresponding color and lay out a flower.
5. Children have red and yellow ribbons. Children stand near yellow and red rings - this is the sun. At the signal “Find your color,” they run up to the ring of the corresponding color and lay out ribbons - “rays of the sun.”
6. The teacher ties a ribbon to each child. There should be two ribbons of the same color. At the “Find your color” signal, children must find a pair with a ribbon of the same color.
"Aircraft"
Children are divided into three teams and placed on different sides of the hall; one object of a different color (cube, pin, etc.) is placed in front of each team. At the teacher’s command “Get ready for flight,” the children perform circular movements with bent arms and start the engines. At the signal “Fly,” they raise their arms straight to the sides and run in different directions throughout the entire area. At the command “Landing,” children line up in formations and go down on one knee, arms straight to the sides (the planes return and land). The link that was built the fastest and most beautifully is noted.
Game options (second junior, middle group)
1. Children fill airplanes with gasoline (hand movement).
2. “Parade” - children run in different directions in pairs.
"Colored Cars"
Children stand along the walls of the room - these are cars in the garage. Everyone holds in their hands a flag, or a ring, or a cardboard disk of blue, yellow or green. The teacher stands in the center of the room facing the players, in his hands he has three flags of the corresponding colors. He picks up one of them, the children who have an object of this color scatter around the playground and, imitating the driving of a car, honk their horn. When the teacher lowers the flag, the cars stop and go to the garages.
Game options (middle, senior group)
1. The teacher does not show the flags to the children, but uses only verbal instructions.
2. The teacher, lowering one of the flags, says: “Put the car in the garage” - the children run to a pre-designated place.
3. The teacher, lowering one of the flags (blue), says: “Put the car in the garage.” Children with a blue steering wheel return to the garage with a corresponding sign (blue pin).
4. The teacher has two flags - green and red. Children have steering wheels of different colors, but not green or red. They are asked to run to the opposite side of the square and back and at the same time follow the traffic lights: pa green- run, when the light turns red - stop.
5. “Cars” overcome obstacles: they go around bumps (pins, cubes, soft modules, etc.).
6. The teacher gives instructions: drive fast, slowly, turn, brake, honk.
"At the Bear's Forest"
On one side of the site (hall) there is a bear’s den (circle), on the other (beyond the line) there is a children’s house. They leave the house and go to the den, saying:
By the bear in the forest
I take mushrooms and berries,
But the bear doesn't sleep
And he growls at us!
WITH the last word the bear runs out of the den and catches (salts) the players. The children run away to their house.
1. Changing the place of the driver (in the center of the hall, to the side).
2. Changing the initial position of the driver (standing, sitting on a chair, squatting, back, grouped, etc.).
3- Children imitate movements: picking mushrooms and berries (bending over, straightening up), stepping over thorny bushes (raising their legs high), crawling under tree roots (crawling sideways), picking apples (standing on tiptoes and raising their hand up).
4. There is an obstacle in front of the den: a stream (two jump ropes), which you need to jump over. The bear crawls out of the ber-log (crawling under the spirit).
(This option is acceptable for a group of different ages, when the role of the bear is played by an older child)
"Owl"
An owl's nest is marked on the site (circle). The rest of the players: mice, bugs, butterflies - are located throughout the hall. At the signal from the “Day” teacher, everyone walks and runs around the playground, conveying the character of the image, trying not to hurt each other. After a while, the teacher says “Night”, and everyone freezes, remaining in place in the position in which the team found them. The owl wakes up, flies out of the nest and takes the one who moves to its nest. At the signal “Day,” the owl flies away, and the mice, bugs, and butterflies begin to frolic again.
Game options (middle, senior groups)
1. The teacher asks riddles, and the children, having guessed them, convey the character of the image in motion.
Horns came out onto the path.
You won't butt?
I touched them a little
The horns hid again.
(Snail)
Flying all day long
Everyone gets bored.
The night will come
Then it will stop.
(Fly)
Small stature
Long tail
Gray fur coat,
Sharp teeth.
(Mouse)
Winged fashionista,
Striped dress,
In stature, although tiny,
If he bites, it will be bad!
(Bee, wasp)
The flower was sleeping
And suddenly I woke up
I didn't want to sleep anymore
He moved, he started,
He soared up and flew away.
(Butterfly)
A ball of fluff,
Long ear
Jumps deftly
Loves carrots.
(Hare)
2. The teacher asks the children to perform logorhythmic exercises. Insects
Arrived to us yesterday
striped bee,
And behind her is a bumblebee
And a cheerful butterfly,
Two beetles and a dragonfly
Like lanterns, eyes.
They buzzed, they flew,
They fell from fatigue.
Frog
Jumping along the edge of the forest
Two funny frogs
Jump-jump, jump-jump -
It's fun to jump, buddy.
Bug
The beetle flies, buzzes, buzzes
And he moves his mustache.
"Catching Monkeys"
The children are divided into two groups: the monkeys and their catchers. The “monkeys” are placed on one side of the site, the catchers on the opposite side. They agree among themselves about what movements they will perform. Having shown them, the catchers step aside. Monkeys climb down from elevated places (trees, stumps) and repeat the movements of the catchers. At the signal “Catchers,” the monkeys run to their places, trying to stand on a hill, and the catchers try to catch those who did not manage to climb a tree or some other object and take them to their place. When repeating, children change roles.
Game options (middle, senior groups)
1. The hunter (teacher or child) shows movements that convey the character of the monkey.
. "Naughty monkey." I.p. - feet shoulder-width apart, arms bent at the elbows, spread apart, fingers spread out. Bends to the sides, forward, jumps (in place and moving forward).
. "The monkey is teasing." IP. - standing, arms bent at the elbows in front of you. Imitation of a “nose”.
. "The monkey hid." IP. - o.s. Sit down and cover your face with your hands.
. "The monkey washes itself." IP. - sit up, grab your foot with your hands. Imitation of “washing”.
. "The monkey is running." Running in circles.
2. The hunter (teacher or child), to the music, shows rhythmic movements that convey the character of the monkey.
. "The monkey is wagging its tail." I.p.- left leg set aside, the right hand on the belt, the left hand with a clenched fist pulled to the side. Circular movements with the left hand - imitation of twisting the tail, rhythmic movements of the foot, without lifting the heel from the floor.
. "The monkey is playing pranks." Them. - feet shoulder-width apart, arms bent at the elbows, spread apart, fingers spread out. Raise and move your leg to the side and try to connect your knee to your elbow.
. "The monkey is dancing." Them. — feet shoulder-width apart, arms bent at the elbows, spread apart, fingers spread out. Place your leg forward to the side on your heel, rhythmic movements in a half-squat around you.
"Ball for the driver"
The players line up in two or three columns. At a distance of 1 m from them, the drivers stand with a large ball in their hands. There is a line between them that cannot be crossed. The driver throws the ball to the player standing first in the column; he throws it back and runs to the end of the column, then the driver throws the ball to the second, etc. When the first player in the column is back in his place, he raises his hands up.
1. Use balls of different sizes (small - diameter 100-120 mm, large - diameter 200-250 mm).
2. The driver, throwing the ball to the player, names some general word, for example meadow (river, forest, transport, toys, clothes, dishes, etc.). The rest of the children, when receiving the ball, must pronounce words that are combined with this generalizing word, for example, a plant is a flower, grass, chamomile, etc.
“Build a line, a circle, a column”
Children, divided into two groups, line up at opposite sides of the playground or room in two ranks, facing each other. At the teacher’s signal, they walk or run (depending on the tempo and rhythm, which are set by hitting the tambourine) across the entire playground. Having stopped hitting the tambourine, the teacher commands: “Build a line (circle, column)!” - and the children line up in their places in a line (circle, column). The group that forms the fastest and most correctly wins.
Game options (senior, school preparatory groups)
1. Before the game starts, the teacher informs you: you need to walk to the tambourine, run slowly to the bell, and run fast to the sounds of the rattle.
2. After the signal you need to stand exactly in your place.
3. Each group is built around pins of a certain color.
4. The teacher gives a signal by showing a card with a picture of a column (line, circle).
5. The teacher gives a signal by showing a card with a picture of a line or column (by height, in reverse order).
"Path"
Children are divided into two teams with an equal number of participants. The participants of each team join hands, forming two circles, and at the leader’s signal, they begin to move in a circle to the right until the music stops. Then the facilitator gives the task to both teams. At the command “Path”, the participants of each team stand one after another, put their hands on the shoulders of the person in front, squat, slightly bowing their heads. At the command “Kopna”, all participants in the game go to the center of their circle and join their hands. On command, “Kochki” squats with their hands on their heads. These tasks alternate. Whoever completes them faster gets a point.
Game options (senior, school preparatory groups)
1. Children form one or three circles.
2. Children can walk in a column, one at a time, or in pairs.
3. " Apple orchard"- the participants of the game stand in a circle.
I.p.- legs together, arms bent at the elbows, spread apart, fingers connected. “Dubrava” - participants stand scattered.
I.p. - feet shoulder-width apart, straight arms raised up and spread to the sides. “El-nik” - participants stand in a column.
I.p.- heels together, toes apart, arms lowered but not pressed to the body, palms spread to the sides, fingers together.
4. Children walk in a column in pairs. "Pine"
Stand with your backs to each other. I.p.- heels together, toes apart, arms down, but not pressed to the body. Palms are placed to the sides, fingers together. “Willow” - stand sideways to each other. I.p.- legs together, one hand (one child has the left, the other the right) is laid to the side and bent at the elbow, fingers down. "Birch"
Stand facing each other. Them. - legs together, arms bent at the elbows, spread apart, fingers connected. “Home” - stand in a circle and hold hands. "Fence!" - stand in line. "Gates!" -stand in pairs opposite each other.
"Three elements: earth, air, water"
The site is divided into three zones - land, air, water. The presenter names the object: airplane - the players run into the zone denoting “air”; “steamer” - to the “water” zone; “tree” - to the “ground” zone. The player who breaks the rules is eliminated from the game.
Game options
1. The elements can be different: “River,
swamp, sea”, “Fish, birds, animals”, etc.
2. The leader does not give a command, but shows a card with a picture of a representative of a particular element.
3. The presenter asks riddles about the representatives of each element.
Prickly, but not a hedgehog. Who is this?
(Ruff.)
In the spring he follows the plowman, And in the winter he leaves screaming.
(Rook.)
4. Having taken a place in one or another element, children should depict what was named.
Relay Games
You can diversify games-esta-feta. The main thing in them is not only the improvement of children’s motor skills, but also the development of cognitive, sensory, and creative abilities. Therefore in the content competition games It is advisable to include problematic tasks that activate mental processes (attention, thinking, memory, imagination).
Options for relay games
1. Lay out a figure from physical education equipment (flags, cubes, skittles, hoops, gymnastic sticks, etc.).
2. Lay out physical education equipment in accordance with the sample.
3. Choose one cube (with a letter) according to the word on the card.
4. Choose from a variety of geometric shapes (square, triangle, circle) one shape - not square or triangular.
5. Choose from a variety of cubes (yellow, red, blue) the cube is neither yellow nor blue.
6. Choose from several cards depicting wild and domestic animals a card depicting an animal in Africa.
Before offering a game, children need to be tuned in to it and relieve psycho-emotional stress. If the teacher uses a variety of options for outdoor games, this contributes to the development of initiative and creativity in children.
S. PRESSCHEPA,
Candidate of Pedagogical Sciences, Associate Professor of the Department of Preschool Education, IPK and PRNO MO.
Clothes S. Jump-jump, jump-jump! It's fun to jump, buddy. (How to diversify outdoor games) // Preschool education, 2005. No. 6. pp. 23-28.