Outdoor games are divided into elementary and complex. Elementary ones, in turn, are divided into plot and non-plot games, fun games, and attractions.
Story-based games have a ready-made plot and firmly fixed rules. The plot reflects the phenomena of surrounding life ( labor actions people, traffic, movements and habits of animals, birds, etc.), game actions are related to the development of the plot and the role played by the child. The rules determine the beginning and end of movement, determine the behavior and relationships of the players, and clarify the course of the game. Obedience to the rules is mandatory for everyone.
Thematic outdoor games are mainly collective (in small groups and the whole group). Games of this type are used in all age groups, but they are especially popular in preschool age.
Plotless outdoor games such as traps, dashes (“Traps”, “Dashes”) do not have a plot or images, but are similar to plot games in the presence of rules, roles, and the interdependence of the game actions of all participants. These games are associated with the performance of a specific motor task and require children to have great independence, speed, dexterity, and spatial orientation.
In preschool age, outdoor games with elements of competition (individual and group) are used, for example: “Whose link is most likely to assemble”, “Who is the first through the hoop to the flag”, etc. Elements of competition encourage greater activity in performing motor tasks. In some games (“Change the object”, “Who is the fastest to the flag”), each child plays for himself and tries to complete the task as best as possible. If these games are divided into teams (relay games), then the child strives to complete the task in order to improve the team’s result.
Plotless games also include games using objects (skittles, serso, ring throw, grandmothers, “Ball School”, etc.). Motor tasks in these games require certain conditions, so they are carried out with small groups of children (two, three, etc.). The rules in such games are aimed at the order of arrangement of objects, their use, and the order of actions of the players. These games feature elements of competition to achieve better results.
In fun games and attractions, motor tasks are performed in unusual conditions and often include an element of competition, with several children performing motor tasks (running in bags, etc.), the rest of the children are spectators. Fun games and attractions bring a lot of joy to the audience.
Complex games include sports games (small towns, badminton, table tennis, basketball, volleyball, football, hockey). In preschool age, elements of these games are used and children play according to simplified rules.
Outdoor games also differ in their motor content: games with running, jumping, throwing, etc. According to the degree of physical activity that each player receives, games of high, medium and low mobility are distinguished. Games of great mobility include those in which the entire group of children participates at the same time and are based mainly on movements such as running and jumping. Games of medium mobility are those in which the whole group also actively participates, but the nature of the movements of the players is relatively calm (walking, passing objects) or the movement is performed by subgroups. In games of low mobility, movements are performed at a slow pace, and their intensity is insignificant.
D.V. Khukhlaeva, "Methods of physical education in preschool institutions", M., 1984
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Outdoor games - a school of movements. Therefore, as children gain motor experience, games need to be made more complex. In addition, increasing complexity makes familiar games 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 exposure of their body to various environmental influences and rapid 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 of the nervous system that regulate 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-term 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 playground older children can be collected with the help of barkers (One, two, three! Run quickly to play!; 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 jump 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 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.
Signals in games for children preschool age it is better to give 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 in chorus develop children's speech and at the same time allow them to prepare for performing actions on last word 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 that 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;
· degree of intensity of movements - high, medium and low mobility;
· features of the content - outdoor games with rules, plot and non-plot; elements 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, 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 junior group, games with a simple and accessible plot are played. 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 kids 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 in it, and the conditions are changed. The variable 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 , in the future it is reduced and children utter only words that encourage action), appoints two or three drivers at once (in this case, not only the physical activity, but also the emotional intensity 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 movements (with running, jumping on two legs), then paired and counter (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.
Outdoor games are classified by age, by the degree of mobility of the child in the game (games with low, medium, high mobility), by types of movements (games with running, throwing, etc.), by content (outdoor games with rules and sports games) .
In the theory and methodology of physical education, the following classification of games is accepted.
Outdoor games with rules include story and non-story games. Sports games include basketball, gorodki, table tennis, hockey, football, etc.
Plot-based outdoor games reflect a life or fairy-tale episode in a conventional form. The child is captivated by playful images. He creatively embodies himself in them, depicting a cat, a sparrow, a car, a wolf, a goose, a monkey, etc.
Thematic outdoor games contain motor game tasks that are interesting for children and lead to goal achievement. These games are divided into games such as dashes, traps; games with elements of competition (“Who will run to their flag the fastest?”, etc.); relay games (“Who will pass the ball sooner?”); games with objects (balls, hoops, serso, skittles, etc.). When working with the youngest children, they use fun games (“Ladushki”, “Horned Goat”, etc.).
The methodology for conducting outdoor games includes unlimited possibilities for the integrated use of various techniques aimed at shaping the child’s personality and skillful didactic guidance of the game.
Of particular importance are the professional training of the educator, pedagogical observation and foresight. By stimulating a child’s interest in play, engaging him in play activities, the teacher notices and highlights significant factors in his development and behavior; determines (sometimes in individual strokes) real changes in knowledge, skills and abilities. It is important to help the child consolidate positive qualities and gradually overcome negative ones. Pedagogical observation and love for children allow the teacher to thoughtfully choose methods for guiding their activities, correct the child’s behavior and his own; create a joyful, friendly atmosphere in the group. The children's joy that accompanies play contributes to the formation of the child's physical, mental, spiritual, aesthetic and moral qualities.
The method of conducting outdoor play is aimed at educating an emotional child who consciously acts to the best of his abilities and has a variety of motor skills. Under the benevolent, attentive guidance of the teacher, creativity is formed thinking man who knows how to navigate environment, actively overcome the difficulties encountered, in: manifest friendly attitude to comrades, endurance, self-control. and A prerequisite for successful outdoor games is taking into account the individual characteristics of each child. Behavior in play largely depends on existing motor skills and typological characteristics of the nervous system. Active motor and activity training nervous system child, helps to balance the processes of excitation and inhibition.
The selection of outdoor games depends on the working conditions of each age group: the general level of physical and mental development of children, their motor skills; the health status of each child, his individual typological characteristics, time of year, daily routine, place of play, children’s interests.
When selecting plot-based outdoor games, one should take into account the children’s developed ideas about the plot being played out. A prerequisite for preparing a teacher to conduct outdoor games is the preliminary learning of movements, both imitative and physical exercise, actions that children perform in the game. The teacher pays attention to the correct, relaxed, expressive performance of motor actions. To better understand the game plot, the teacher carries out preliminary work: reads works of fiction, organizes observations of nature, animals, the activities of people of various professions (drivers, athletes, etc.), watching videos, films and filmstrips, conversations. The teacher pays considerable attention to preparing the attributes of the game - he makes the attributes together with the children or in their presence (depending on age).
It is important to organize the game correctly in terms of content and order of tasks. The game can be played simultaneously with all children or with a small group. The teacher varies the ways of organizing games depending on their structure and nature, and the location of the movements. Thinks through ways to gather children for the game and introduce game attributes.
Introducing children to a new game is carried out clearly, concisely, figuratively, emotionally and lasts 1.5-2 minutes. An explanation of the plot-based outdoor game, as already noted, is given after preliminary work on the formation of ideas about game images.
Themes of plot-based outdoor games varied: these can be episodes from people’s lives, natural phenomena, imitation of animal habits. During the explanation new game Children are given a gaming goal that helps activate thinking, understand game rules, and form and improve motor skills. When explaining the game, a short figurative storyline is used. It changes in order to better transform the child into a playful image, develop expressiveness, beauty, graceful movements, fantasy and imagination. The plot story is similar to a fairy tale, which evokes in children a reconstructive imagination - a visual perception of all play situations and actions that stimulate them to emotional perception.
The plot of the story and its content should be understandable to children, therefore the use of this technique requires planning and thinking through the teacher’s previous work so that the children have an idea of the plot being played out. The teacher observes in nature, in a living area, the behavior of birds and animals; reads fiction, shows filmstrips, videos, films, creating the presentations necessary for the successful execution of the game. Instead of a situational explanation of the game, the teacher uses a little fairy tale or plot story before the first game, which includes the rules of the game and a signal. Their explanation takes the same 1.5-2 minutes allotted by the technique, and sometimes less. The educational effect of such an explanation is high - children develop a recreating imagination and fantasy. The plot story helps to get into character and develop expressive movements. The rules and signal are woven into the explanation of the game.
Storytelling is used in all age groups. It is often difficult for a teacher to come up with an explanation for the game. To make the task easier, you can use poetry. For example:
The crested hen came out,
There are yellow chickens with her.
The chicken clucks:
“Ko-ko, don’t go far.”
Children - “chickens” walk along the lawn, collect grains for the driver, and drink water from the puddle. Approaching the driver - the “cat”, the “hen” (teacher) says:
On a bench, by the path.
The cat has settled down and is dozing.
The “chickens” come close to the “cat”, the “hen” says:
The cat opens its eyes (Meows: “Meow-meow.”)
And the chickens catch up.
When explaining a non-story game, the teacher reveals the sequence of game actions, game rules and signal. It indicates the location of players and game attributes using spatial terminology (in junior groups with a focus on the subject, in seniors - without it). When explaining the game, the teacher should not be distracted by comments to the children. With the help of questions, he checks how the children understand the game. If the rules are clear to them, then the game is fun and exciting.
When explaining games with elements of competition, the teacher clarifies the rules, game techniques, and conditions of the competition. Expresses confidence that all children will try to cope well with completing game tasks that require not only speed, but also high-quality execution(“Who will reach the flag faster”, “Which team will not drop the ball”). Correct execution of movements gives children pleasure, creates a feeling of confidence and a desire for improvement.
By uniting those playing in groups or teams, the teacher takes into account the physical development and individual characteristics of the children. Selects guys of equal strength for teams; to activate insecure, shy kids, it unites them with brave and active kids.
Children's interest in games with elements of competition increases if they wear a uniform and choose team captains, a referee and his assistant. Teams receive points for completing tasks correctly and quickly. The result of the calculation determines the assessment of the quality of task performance and collective actions of each team. Conducting games with elements of competition requires great pedagogical tact, objectivity and fairness in assessing the activities of teams, promoting friendliness and camaraderie in the relationships of children.
Management The teacher's active play also involves the distribution of roles. The teacher can appoint a driver, select using a counting rhyme, or invite the children to choose a driver themselves and then ask them to explain why they assign the role to this particular child; can take the leading role or choose someone who wants to be the driver. In younger groups, the role of the leader is initially performed by the teacher, doing it emotionally and figuratively. Gradually, the role of the leader begins to be entrusted to children.
During the game The teacher pays attention to the children’s compliance with the rules and carefully analyzes the reasons for their violation. A child may break the rules of the game if he did not understand the teacher’s explanation accurately enough, really wanted to win, was inattentive, etc. The teacher must monitor the movements, relationships, load, and emotional state of the children in the game.
Considerable attention should be paid to options for outdoor games, which allow not only to increase interest in the game, but also to complicate mental and physical tasks; improve movements, increase the psychophysical qualities of the child.
Initially, the teacher comes up with game options himself or selects them from collections of outdoor games. In this case, the rules should be gradually complicated. For example, the teacher intonationally varies the interval of the signal: “One, two, three, catch!”, “One-two-three-catch!” etc.; it can change the arrangement of children and physical education aids in the game; choose several drivers; include rules in the game that require the child to have endurance, self-control, etc.
Children are gradually getting involved in creating options, which contributes to the development of children's creativity.
By leading the game, the teacher forms correct self-esteem, friendly relationships, friendship and mutual assistance, and teaches children to overcome difficulties. P. Kapterev called overcoming difficulties moral hardening, linking it with the formation of high spiritual potential. Correct pedagogical guidance of the game helps the child understand himself and his comrades, ensures the development and realization of his creative powers, and has a psychocorrective and psychotherapeutic effect.
Summing up the game, the teacher notes the children who performed their roles well, showed ingenuity, endurance, mutual assistance, and creativity.
Noting the actions of children who violated the conditions and rules of the game, the teacher expresses confidence that next time the children will try and play better.
TO outdoor games children show special interest. They attract them with their emotionality, variety of plots and motor tasks, in which there is an opportunity to satisfy the desire for movement characteristic of children.
In outdoor games, various movements are performed: walking, running, bouncing, jumping, crawling, throwing, throwing, catching, etc. Captivated by the game, children repeat the same movements many times without losing interest in them. This is an important condition for the development and improvement of movements. At the same time, active motor activity of children significantly stimulates the work of a wide variety of muscle groups, increases blood circulation and breathing, and improves metabolism. All this leads to the most complete physical development and improvement of the child’s entire body.
In outdoor games, favorable conditions are created for the development of such motor qualities as dexterity and speed. This is facilitated by the actions of children in constantly changing game situations (the need to dodge so as not to be caught, to run as quickly as possible to catch someone running away, etc.).
Outdoor games differ in content, in the nature of motor tasks, in the ways of organizing children, and in the complexity of the rules.
The following large groups of outdoor games can be distinguished:
1. Story-based games - in which children’s actions are determined by the plot and the role they play. Simple rules are mandatory for all participants and allow you to regulate the behavior of children. IN story games A different number of children can participate - from 10 to 25 people.
2. Games without a plot - games like various traps - are most often based on running with catching and dodging. The presence of these elements makes the games especially active and emotional, requiring children to be especially quick and dexterous in their movements.
This group should also include games that are played using a certain set of aids and objects and are based on throwing, throwing, and hitting a target. These games can be played with small groups of children - 2 - 4 people.
3. Game exercises are based on performing certain motor tasks (jumping, throwing, running) and are aimed at training children in certain types movements.
Game exercises can be organized for a small group of children. Performing movements in them can take place either simultaneously or alternately. It is convenient to carry out such exercises with individual children.
4. Games with elements of competition, simple relay race games are also based on the performance of certain motor tasks and do not have a plot, but they have an element of competition that encourages great activity, the manifestation of various motor and volitional qualities (speed, dexterity, endurance, independence ). This makes them significantly different from plotless games.
Games of this type can be played without division into units or teams, when each child, playing for himself, strives to complete the task as best as possible. These games can also be played with division into units or teams, where the overall result depends on the dexterity and intelligence of each player and the coordination of the actions of the participants in the entire unit.
5. An independent group is represented by games of a sports nature: badminton, games such as basketball, volleyball, football, etc. These games use simple elements of technology and rules of sports games, which are accessible and useful for children of senior preschool age and will be necessary for practicing these types of games in at older ages.
Thanks to the wide variety of outdoor games, you can have a targeted and diverse impact on a child’s development.
The rules of the game have important educational functions. They are available even in the most simple games. The rules create the need to act in accordance with the role: run away from the driver as quickly as possible, jump lightly and high like bunnies or balls, etc. Following simple rules in outdoor games organizes and disciplines children, teaches them to act in concert and subordinate their desires general rules, give in to a friend, help each other. If the rules are not followed, the game loses its meaning and ceases to be interesting for children.
In terms of their organization, outdoor games are most often collective; they can unite from 2 to 25 children. Collective games are especially valuable in educational terms. Playing in a group of peers is an important condition for developing the ability to coordinate your movements and behavior with the movements and behavior of other children, find your place in a column, in a circle, without disturbing others, quickly change your place on the playground or in the hall when given a signal, etc. .
Outdoor games give great opportunity for children to communicate with each other. In games, their relationships, attitudes towards various motor tasks, etc. develop and are revealed. Often in games, children recite poems and counting rhymes, which contributes to the development of children’s speech.