Outdoor game as a means of comprehensive development of children of primary preschool age. Outdoor games as a means of harmonious development of a preschooler Outdoor games as a means of child development

Library "Programs of education and training in kindergarten"

under the general editorship:

M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova

Mobile game as a means of harmonious development of the child

Definition and specifics of an outdoor game

An outdoor game with rules is a conscious motor active activity of a child, characterized by accurate and timely completion of tasks related to the rules that are mandatory for all players. By definition, P.F. Lesgaft, outdoor play is an exercise through which a child prepares for life. Fascinating content, emotional richness of the game encourage the child to certain mental and physical efforts.

The specificity of the outdoor game is the lightning-fast, instant response of the child to the signals "Catch!", "Run!" "Stop!" and etc.

An outdoor game is an indispensable means of replenishing a child's knowledge and ideas about the world around him, developing thinking, ingenuity, dexterity, dexterity, and valuable moral and volitional qualities. When conducting an outdoor game, unlimited possibilities are created for the complex use of various methods aimed at shaping the child's personality. During the game there is not only an exercise in the existing motor skills, their consolidation and improvement, but also the formation of personality traits.

Many domestic scientists were engaged in the search for ways of harmonious development of children. So, in the created P.F. According to Lesgaft, the principle of harmonious development was fundamental to the system of physical education, and the physical and spiritual forces of a person were considered as qualitatively different aspects of a single life process that allows forming people of an “ideally normal type”. According to P.F. Lesgaft, harmonious development is possible only with a scientifically based system of physical education and upbringing, in which the principle of awareness prevails.

Consciousness of movements provides the possibility of their rational and economical use, execution with the least expenditure of effort and with the greatest effect, and also contributes to the spiritual development of a person.

Numerous studies prove that the character, thoughts, feelings of a person are reflected in the form of a “muscular shell” on the body (M. Alexander, W. Reich, M. Feldenkrais, etc.), therefore, in order to implement the tasks of harmonious development, it is important to understand how our body works . The teacher should teach children to move naturally, gracefully, in accordance with the constitution of the body and individual abilities.

Harmonious development occurs with a holistic, comprehensive, balanced realization of all the potential capabilities of a person. One-sided development is detrimental to the individual and often borders on a psychological or physical illness.

The child realizes freedom of action in outdoor games, which are a factor in the formation of physical culture. In pedagogical science, outdoor games are considered as the most important means of the comprehensive development of the child. The deep meaning of outdoor games is in their full-fledged role in the physical and spiritual life, the significance in the history and culture of every nation. An outdoor game can be called the most important educational institution, contributing both to the development of physical and mental abilities, and the development of moral norms, rules of conduct, and ethical values ​​of society.

Outdoor games are one of the conditions for the development of a child's culture. In them, he comprehends and cognizes the world around him, in them his intellect, fantasy, imagination develop, social qualities are formed. Outdoor games are always a creative activity in which the natural dexterity of a child in movement, the need to find a solution to a motor problem is manifested. Playing, the child not only learns the world around him, but also transforms it.

Children of preschool age imitate everything they see in the game. However, in the outdoor games of children, first of all, it is not communication with peers that is reflected, but a reflection of the life of adults or animals: they fly with pleasure like “sparrows”, wave their hands like “butterfly wings”, etc. The desire to spiritualize inanimate nature is explained by the desire of the child to give the image depicted in the game a living character. When he gets used to the image, the mechanisms of empathy turn on and, as a result, morally valuable personal qualities are formed: empathy, complicity, ownership. Due to the developed ability to imitate, most of the outdoor games of younger preschoolers are of a plot nature.

In the fifth year of life, the nature of children's play activity changes. They begin to be interested in the result of an outdoor game, they strive to express their feelings, desires, realize their plans, creatively reflect the accumulated motor and social experience in their imagination and behavior. However, imitation and imitation continue to play an important role in the older preschool age.

Outdoor games are characterized by the presence of moral content. They bring up goodwill, desire for mutual assistance, conscientiousness, organization, initiative. In addition, outdoor games are associated with great emotional uplift, joy, fun, and a sense of freedom. Outdoor games of different content make it possible to trace the variety of approaches to finding ways for the harmonious development of children. It is conditionally possible to distinguish several types of outdoor games that contribute to the comprehensive development of preschoolers in different ways and carry a different social orientation. Catch-type games are inherently creative in nature, based on excitement, motor experience and strict adherence to the rules. Running away, chasing, dodging, children mobilize their mental and physical strength to the maximum, while they independently choose methods that ensure the effectiveness of play actions, improve psychophysical qualities.

Games that require inventing movements or instant termination of action on a game signal encourage children to individual and collective creativity (inventing combinations of movements, simulating the movements of vehicles, animals). Games such as "Freeze", "Stop", "The sea is worried" require the players to stop moving at the appropriate signal, while it is necessary to maintain facial expression and body muscle tension in the position in which they were caught by the game signal. Spirituality and expressiveness of movements in such games are extremely important.

That is why G. Gurdjieff, a philosopher of the late 19th - early 20th centuries, widely used such games in his school of harmonic development. He believed that exercises that require a signal (command) to stop the movement, while maintaining a certain facial expression, muscle tension, make it possible to feel your body in such positions that are unusual and unnatural for him, and thus expand the individual set of "stamp movements and poses. He argued that the style of movements and postures of different peoples, classes, eras is associated with characteristic forms of thoughts and feelings. This connection is so close that "a person can never change either the way of thinking or feeling without changing the repertoire of his motor postures." Proving that the automatism of thoughts and feelings is rigidly connected with the automatism of movements, G. Gurdjieff wrote: “We do not realize to what extent our intellectual, emotional and motor functions are interconnected, although in some cases we can observe how strong our mood and emotional state are. depend on our postures.

If a person deliberately assumes a posture associated with a feeling of sadness or despondency, then soon he will actually feel sadness or despondency. In the same way, fear, indifference, and disgust can be evoked by artificially changing one's posture. The started movement is stopped in the game by the command: “Stop!” The body becomes immobile and freezes in a position in which it has never been in ordinary life. In a new, unusual posture, a person is able to think in a new way, feel in a new way, know himself in a new way. The circle of the old automatism is being destroyed.

Stop exercise is at the same time an exercise for will, attention, thought, feeling and movement. In such games, special attention is paid to the expressiveness of actions invented by children that activate mental processes, carry out sensory corrections, role-playing training, form psychosomatic and emotional spheres, developing empathy mechanisms. Children convey the character and images of the characters in the game, their moods, relationships. At the same time, mimic and large muscles are trained, which contributes to the release of endorphins (hormone of joy), which improve the condition and vital activity of the body.

Ball games play a particularly important role in working with children. The well-known German teacher F. Frebel, noting the versatile impact of the ball on the physical development of the child, emphasizes its role in the development of coordination of hand movements, and, consequently, the improvement of the cerebral cortex. He believed that everything a child needs for his versatile development is given to him by the ball. Of particular importance, in his opinion, are games in which the actions of a child with a ball are accompanied by words and songs corresponding to the element and mood. F. Fröbel often created unpretentious songs himself.

Ball games develop coordination of movements, form a sense of rhythm in children. In the system of physical education developed by P.F. Lesgaft, ball games also occupy a significant place. A special role is given to these games in the works of V.V. Gorinevsky, E.A. Arkina, V.N. Vsevolodsky-Gerngross, A.B. Keneman, E. N. Timofeeva, T. I. Osokina and others.

The child, while playing, performs a variety of manipulations with the ball: aims, hits, tosses, throws, combines movements with claps, various turns, etc. These games develop the eye, motor coordination functions, improve the activity of the cerebral cortex. According to A. Lowen, hitting the ball improves mood, relieves aggression, helps to get rid of muscle tension, and causes pleasure. Pleasure, in his opinion, is the freedom of movement from muscle tension.

Games with elements of competition require proper pedagogical management of them, which implies the observance of a number of conditions: each child participating in the game must have a good command of the motor skills (climbing, running, jumping, throwing, etc.) in which they compete in the game. This principle is also fundamental in relay races. It is also important to objectively evaluate the activities of children when summing up the results of the game: it is necessary to evaluate the achievements of the child in relation to himself, that is, his own achievements, because each child has his own characteristics, his own abilities, determined by the state of health, sensory and motor experience.

Thus, while playing and implementing various forms of activity, children learn about the world around them, themselves, their body, their capabilities, invent, create, while developing harmoniously and holistically.

Mobile game as a means and method of physical education

In the formation of a diversified personality of a child, outdoor games with rules play an important role. They are considered as the main means and method of physical education. Outdoor games have a healing effect on the child's body: he exercises in a wide variety of movements: running, jumping, climbing, climbing, throwing, catching, dodging, etc. At the same time, breathing, metabolic processes in the body are activated, this, in turn, has a fruitful effect on mental activity. The healing effect of outdoor games is enhanced when they are held outdoors.

It is extremely important to take into account the role of growing tension, joy, strong feelings and undying interest in the results of the game that the child experiences. Enthusiasm for the game not only mobilizes his physiological resources, but also improves the effectiveness of movements. The game is an indispensable means of developing and improving movements; formation of speed, strength, endurance, coordination of movements. In mobile play, as a creative activity, nothing fetters the child's freedom of action, he is relaxed and free.

The role of outdoor play in mental education is great: children learn to act in accordance with the rules, act consciously in a changed game situation and learn about the world around them; master spatial terminology. During the game, memory, ideas are activated, thinking, imagination develop. Children learn the meaning of the game, memorize the rules, learn to act in accordance with the chosen role, creatively apply the existing motor skills, learn to analyze their actions and the actions of their comrades. Outdoor games are often accompanied by songs, poems, counting rhymes, game beginnings. Such games replenish vocabulary, enrich children's speech.

Outdoor games are also of great importance in the moral education of preschool children. Children learn to act in a team, to obey the general requirements. The guys perceive the rules of the game as a law; their conscious fulfillment forms the will, develops self-control, endurance, the ability to control one's actions and behavior. Honesty, discipline, justice are formed in the game. An outdoor game teaches sincerity, camaraderie. Obeying the rules of the game, children learn to be friends, empathize, help each other.

Skillful, thoughtful management of the game by the teacher contributes to the education of an active creative personality. In outdoor games, the aesthetic perception of the world is improved. Children learn the beauty of movements, their imagery; master poetic, figurative speech; they develop a sense of rhythm.

An outdoor game prepares for work: children make game attributes, arrange and put them away in a certain sequence, improve their motor skills necessary for future work.

Thus, an outdoor game is an indispensable means of replenishing a child's knowledge and ideas about the world around him; development of thinking, ingenuity, dexterity, skill, valuable moral and volitional qualities. When conducting an outdoor game, there are unlimited possibilities for the complex use of various methods aimed at shaping the child's personality. During the game, there is not only an exercise in existing skills, but also the formation of new mental processes, new personality traits.

Outdoor games as a means of physical education contribute to the improvement of the child through outdoor games, and also activate creative activity, independence, manifestations of looseness, freedom in solving game problems.

As a method of physical education, an outdoor game helps to consolidate and improve the child's movements.

Mobile game theory

The origins of outdoor games are rooted in ancient times. The history of the emergence of outdoor games allows us to understand their educational value. Many types of folklore confirm the assumption of scientists that the origins of outdoor games are laid in the primitive communal system, but there is almost no information about this. E.A. Pokrovsky wrote that, unfortunately, little information has been preserved about the children's games of primitive peoples. Data on the development and life of the child, his games at the early stages of the development of society are extremely poor: none of the ethnographers set themselves the task of such a study. Only in the 30s of the 20th century appeared special studies by Margaret Mead dedicated to the children of the tribes of New Guinea, in which there are materials about the lifestyle of children and their games.

The game has been a companion of man since time immemorial. Games of different nations show similarities and great diversity. E.A. Pokrovsky argued that games at all times were indispensable for all peoples. Many of them were very original and reflected the way of life of the people. Many games of different nations have much in common with each other, for example, games with a ball, dice, etc.

The opinion of N.S. Volovik that the purpose of the ancient games is not entertaining, but practical. By the action of the game and the words of the song, people tried to ensure success in the upcoming works. The ancient game is a magical world in which the desired is depicted as real, the present is projected into the future. Since man has always depended on nature, the main subject of the image in the game songs was the animal and plant world.

A deep analysis of the pedagogical and psychological literature on the historical origin of the game was carried out by D. B. Elkonin, who noted that “the question of the historical origin of the game is closely related to the nature of the upbringing of the younger generations in societies that are at the lowest levels of development of production and culture.”

In the earliest historical periods of society, children lived a common life with adults. At that time, the educational function was not singled out as a special social function, and all members of society, raising children, sought to make them participants in socially productive labor, to pass on the experience of this labor to them, gradually including children in forms of activity accessible to them.

Already in the earliest ethnographic and geographical descriptions of Russian travelers, there are indications of accustoming small children to work duties and including them in the productive work of adults. So, G. Novitsky in the description of the Ostyak people (dating back to 1715) wrote that catching birds, fish, and hunting animals were common in all games. To feed themselves, children learned to shoot from a bow, catch birds and fish. It is quite obvious that children's games were determined by the work of adult members of society. The employment of mothers and the early inclusion of children in the work of adults led to the fact that in primitive society there was no sharp line between adults and children, and the children became independent very early. This is emphasized by almost all researchers. With the increasing complexity of the means and methods of labor and with its redistribution, there was a natural change in the participation of children in various types of labor. Children have ceased to take a direct part in complex and inaccessible forms of labor activity. They were left with only certain areas of household labor and the simplest forms of production activity.

With regard to the most important areas of labor, but inaccessible to children, they were faced with the task of mastering the complex tools of such labor as early as possible. Reduced tools were created, specially adapted to children's abilities, with which the children practiced in conditions approaching the conditions of real adult activity. The tools depended on which branch of labor was the main one in a given society.

For example, A. N. Reinson-Pravin wrote that very tiny "doll" skis in the toys of children of the peoples of the North can be found very rarely. There is no need for them, since the child receives skis as soon as he learns to walk. Children's skis are considered the best toy for children. Children arrange ski competitions, many hunting games are held on skis. Mothers decorate skis with small patterns, paint them.

Here we should agree with the assumptions of D. B. Elkonin about the appearance of elements of the game situation: a knife and an ax, a bow and arrows, fishing rods, needles, etc. are tools, the mastery of which is necessary so that the child can take part in the work of adults. Children, of course, cannot independently discover how to use these tools, and adults teach them this.

So, for example, a little Evenk, a future hunter, learns to wield a bow and arrow not in the forest, but by participating in a real hunt together with adults. Children learn to throw a lasso or shoot from a bow, first on a stationary object, then gradually switch to shooting at moving targets, and only after that they move on to hunting birds and animals, etc. Mastering the methods of using tools and acquiring the necessary tools to participate in adult labor ability, children are gradually preparing for adulthood. It can be assumed that in these exercises with reduced tools there are some elements of the game situation. Firstly, there is a certain conventionality of the situation in which the exercise takes place: a stump sticking out in a clearing is not a real animal, and the target at which the boy shoots is not a real bird. Secondly, the child performs actions with reduced tools, similar to those performed by an adult, and, perhaps, compares, or perhaps identifies himself with an adult hunter - a father or an older brother.

The requirements that society puts before children in relation to mastering the skills necessary for a future hunter, herdsman, fisherman or farmer lead to a holistic system of exercises. It is on this basis that the ground for various competitions is created. There is no fundamental difference in the content of competitions between adults and between children. A number of authors point to the identity of the actions of adults and children in games with competitions or outdoor sports games with rules.

Interesting research on the origin of the game was carried out by N. Filitis. He believed that the theory of rest, which was very popular, adopted by I. Guts-Muts, was erroneous, according to which games exist so that the child has a rest in the usual, joyful, exercises that do not require much effort, which allow restoring forces of a different order necessary to maintain life. . The game is a rest from serious work, important for recuperation. N. Filitis notes that I. Guts-Muts made a mistake that adults often make when judging a child's play: the psyche of an established adult organism is transferred to the psyche of a developing child's organism.

One cannot but agree with N. Filitis that, no matter how witty this theory is in itself, it does not explain games to us in their entirety. Let us take a closer look at the games of children who can indulge in them without interruption to complete exhaustion. It seems that the child no longer has the strength; he barely moves, but still exerts his last efforts to continue the game; he had just fallen ill, was bedridden by illness, but as soon as he was able to move freely, he immediately set to play.

According to the theory developed by K. Gross, games serve as a means for exercising various physical and mental forces. If one observes the games of young animals and the games of children, then this fact appears with complete clarity: games serve as a means for the exercise and development of the organs of movement, the sense organs - especially vision and sensorimotor development, and at the same time for the development of attention, observation, often thinking. Childhood lasts until we are fully prepared to independently wage the struggle for existence, and if this preparation, this development of all physical and mental forces is carried out with the help of games, then games belong not only to a very important, but also central place. K. Gross rightly characterizes his game theory as thematic.

Here is what P. F. Kapterev wrote about the appearance of the mobile game: “First of all, you need to remember that the game is a very wide phenomenon; not only children play, but also adults; not only people play, but also animals. Young animals - puppies, kittens, cubs - love the game just as passionately as our children: it gives them no less pleasure than children. P.F. Kapterev did a great job of studying and summarizing the features of the psychophysical development of preschool children. He wrote that already at the age of three, a child shows a serious desire for independence (“I myself”) and creativity, which is found in games. However, in many families too early they begin to take care of the future career of the child, they think not about the development of the baby, but about his social success, keep him in suspense.

Excessive depletion of physical strength and tension of the nervous system in the early years is disastrous for the further development of a person, reflected by weakness, lack of strength in mature years, dulling of interest, indifference. P.F. Kapterev believed that in order to preserve originality and energy, it is necessary first of all to give the child the opportunity to completely "survive" each of his ages, without trying to hastily transfer to another, older one.

It is the game that allows the preschooler to realize their potential. Overcoming difficulties in outdoor games, the child develops not only physically, but also morally. P.F. Kapterev emphasized that outdoor games are an effective means of moral hardening, the formation of spiritual potential.

Children live to a much greater extent by natural-organic than by socio-cultural needs. Left to their own devices, children willingly shed their cultural shell and become closer to nature. Satisfaction of physical needs and requests is very easy for children, since they are usually provided by their parents with everything they need. Practically until adulthood, children must be provided for in all their needs, otherwise they cannot develop normally. As a result, children have a lot of free forces and energy that are not spent on labor to meet their needs. These forces and energy require an outlet, they encourage a variety of exercises and games to work.

The educational and artistic value of the outdoor game has been preserved to this day.

In domestic pedagogy, outdoor games were given great importance. They were considered as the basis of physical education. In the second half of the XIX century. the works of the most prominent Russian teachers N.I. Pirogov, E. N. Vodovozova, P.F. Kaptereva and others. They emphasized the paramount importance of outdoor play as an activity that meets the age needs of the child.

The founder of the Russian system of physical education P.F. Lesgaft assigned a large place to outdoor play. Defining the game as an exercise with which the child prepares for life, he noted that in the game of independent activity, the initiative develops, the moral qualities of the child are brought up. He also pointed to the presence of a specific goal in the mobile game. The form of the game must meet the goal. Actions in the game should correspond to the child's ability to manage himself and cause an "elevating sense of satisfaction." The movements used in the game are previously acquired by the child in systematic exercises.

P.F. Lesgaft recommended gradually complicating the content and rules of the game, creating new exercises, conditions for action, that is, introducing game variants. The use of a variety of game options allows you to repeat the actions familiar to the child with higher requirements, helps to maintain interest in the game.

The game is carried out by self-government. Distribution of roles and actions of P.F. Lesgaft provides the players, while paying considerable attention to the observance of the rules of the game. The rules of the game are the law that the players obey consciously and willingly.

P.F. Lesgaft considered outdoor games as a means of versatile education of the child's personality, development of honesty, truthfulness, endurance, self-control, camaraderie. He recommended using games to teach the child to control himself, "to restrain his diverging feelings and thus teach him to subordinate his actions to consciousness." The systematic conduct of outdoor games develops the child's ability to control their movements, disciplines his body. Thanks to the game, the child learns to act deftly, expediently, quickly; follow the rules, value camaraderie. Ideas P.F. Lesgaft was successfully implemented by his followers and students (V. V. Gorinevsky, E. A. Arkin).

V. V. Gorinevsky considered outdoor play as a means of shaping the personality of a child. He attached great importance to the health-improving orientation of the positive emotions that the child experiences in the game. Joy, fun, he considered a prerequisite for gaming activity, without them the game loses its meaning. Positive emotions heal the child's body.

V. V. Gorinevsky made serious demands on the educational value of the plot of the game, the methodology for its implementation, demanding from the educator emotionality, aesthetics of movements, an individual approach to the child, and exact observance of the rules of the game. He attached great importance to the formation of expressiveness and gracefulness of the child's movements in the game. He considered it appropriate to introduce elements of competition into the games, accessible to children, while excluding the excitement, excitement, hostility of the children to each other. With the necessary guidance from the educator, competition, according to V.V. Gorinevsky, can be used to educate positive moral qualities in order to arouse children's interest in the game and increase their emotional mood.

E.A. Arkin considered outdoor play an indispensable tool for the development of the child, the main lever of preschool education, he saw the advantages of the game in its emotional richness, attractiveness, mobilizing the child's strength, bringing joy and satisfaction. The game promotes the work of large muscle groups; develops personal initiative, psychophysical qualities; courage, resourcefulness, discipline; trains analyzer systems; a variety of movements in it prevents fatigue.

A significant role in the effectiveness of the game E.A. Arkin gave the teacher his ability to interest the child, correctly explain the game, distribute roles, summarize, and, if necessary, connect to the game.

Based on the analysis of scientific and methodological literature on outdoor games, the following conclusions can be drawn:

The origins of the outdoor game is the modeling of adult activities inaccessible to the child;

Games were created with the aim of preparing the younger generation for life, for work;

Games arose in order to test readiness for life (rite of passage);

Games were created with the aim of developing and improving the main types of movements.

Leading domestic educators and psychologists made a significant contribution to the creation of game theory. Questions of the theory and methodology of the game were developed by D.B. Elkonin, A.A. Leontiev, A. V. Zaporozhets and others.

The works of A.I. Bykova, M.M. Kontorovich, H.N. Metlov, L.I. Mikhailova, T.N. Osokina, E.A. Timofeeva, L. V. Artamonova and others.

MDOU "ROMASHKA"

MOBILE GAME AS A MEANS

HARMONIOUS DEVELOPMENT OF THE PRESCHOOL CHILD

Prepared and conducted

F/C instructor

At present, the concern for the health of children has become a priority all over the world. And this is not surprising: modern society needs creative, harmoniously developed, active and healthy personalities. Health acquired in the early and preschool period of childhood serves as the foundation for overall development and retains its significance in subsequent years.

Modern society makes high demands on the work of preschool educational institutions, designed to lay the foundations for good health and the comprehensive development of the child's personality. One cannot but agree that one of the most important tasks of the educational process is the physical education of preschool children.

Outdoor games are the most accessible and effective method of influencing a child with his active help. The game is a natural companion of a child's life and therefore meets the laws laid down by nature itself in the developing child's body - its irrepressible need for cheerful movements. The advantage of outdoor games over strictly metered exercises is that the game is always associated with initiative, fantasy, creativity, flows emotionally, and stimulates motor activity.

Modern children move little, play outdoor games less than before because of their attachment to TV and computer games. The number of open places for games is also decreasing. Parents and educators are becoming more and more concerned about how, where and when to give children the opportunity to actively and creatively play. And in order to maintain the interest of children in such games, they must recognize them, and the task of the teacher is to help them in this.

In the formation of a diversified personality of a child, outdoor games play an important role. They are considered as the main means and method of physical education. Being an important means of physical education, an outdoor game at the same time has a healing effect on the child's body. The game is an indispensable means of improving movements; developing them, contributes to the formation of speed, endurance, coordination of movements. A large number of movements activates breathing, blood circulation and metabolic processes. This, in turn, has a beneficial effect on mental activity.

The role of outdoor play is great and in mental education child: children learn to act in accordance with the rules, master spatial terminology, act consciously in a changed game situation and learn about the world around them. During the game, memory, ideas are activated, thinking, imagination develop. Children learn the meaning of the game, memorize the rules, learn to act in accordance with the chosen role, creatively apply the existing motor skills, learn to analyze their actions and the actions of their comrades. Outdoor games are often accompanied by songs, poems, counting rhymes, game beginnings. Such games replenish vocabulary, enrich children's speech.

Outdoor games are also of great importance for moral education. Children learn to act in a team, obey the general requirements. Children perceive the rules of the game as a law, and their conscious implementation forms the will, develops self-control, endurance, the ability to control their actions, their behavior. Honesty, discipline, justice are formed in the game. An outdoor game teaches sincerity, camaraderie.

In outdoor games, the aesthetic perception of the world is improved. Children learn the beauty of movements, their imagery, they develop a sense of rhythm. They master poetic figurative speech.

Mobile play prepares the child for work: children make game attributes, arrange and remove them in a certain sequence, improve their motor skills necessary for future work.

During the game, there is not only an exercise in existing skills, their consolidation and improvement, but also the formation of new mental processes, new qualities of the child's personality.

Thus, an outdoor game is an indispensable means of replenishing a child's knowledge and ideas about the world around him, developing thinking, valuable moral-volitional and physical qualities.

Mobile game theory

Mobile game refers to those manifestations of game activity in which the role of movements is clearly expressed.

The plot of the game determines the purpose of the actions of the players, the nature of the development of the game conflict. It is borrowed from the surrounding reality and figuratively reflects its actions (for example, hunting, labor, military, domestic) or is created specifically, based on the tasks of physical education, in the form of a confrontation scheme with various interactions of the players. The plot of the game not only enlivens the integral actions of the players, but also gives purposefulness to individual techniques and elements of tactics, making the game exciting.

Rules are mandatory requirements for the participants of the game. They determine the location and movement of the players, clarify the nature of the behavior, the rights and obligations of the players, determine the methods of playing the game, the methods and conditions for accounting for its results. At the same time, the manifestation of creative activity, as well as the initiative of the players within the framework of the rules of the game, are not excluded.

Motor actions in outdoor games are very diverse. They can be, for example, imitative, figuratively creative, rhythmic; performed in the form of motor tasks that require the manifestation of agility, speed, strength and other physical qualities. All motor actions can be performed in various combinations and combinations.

Methods of conducting outdoor games with children of senior preschool age.

The method of conducting an outdoor game includes unlimited possibilities for the complex use of various techniques aimed at shaping the child's personality, skillful pedagogical guidance of it. Of particular importance is the professional training of the educator, pedagogical observation and foresight.

The method of conducting an outdoor game includes: gathering children for a game, creating interest, explaining the rules of the game, assigning roles, managing the course of the game, summing up.

When conducting an outdoor game, it should be remembered that it is necessary to collect children in the place on the site from where the game actions will be started, the collection should be fast and interesting. The explanation of the game is an instruction, it should be short, understandable, interesting and emotional. Roles determine the behavior of children in the game, the choice for the main role should be perceived as encouragement, as trust.

In the outdoor games of older preschool children, more complex movements are used. Children are given the task of instantly responding to a change in the game situation, showing courage, ingenuity, endurance, dexterity, ingenuity. Outdoor games become more complicated in terms of content, rules, number of roles (up to 3–4), roles are distributed among all children; relay games are used.

Gathering children to play. Older preschoolers love and know how to play. To gather children for a game and create interest, you can agree on a place and a gathering signal long before the start of the game, collect with the help of barkers (“One, two, three, four, five - I call everyone to play); instruct individual children to gather the rest within a set limited time (for example, while a melody is playing); use sound and visual cues; use surprise tasks: for example, the one who manages to run under a rotating rope will play.

Explanation of the rules. The preliminary explanation of the rules of the game takes into account the age-related psychological capabilities of children. This teaches them to plan their actions. The sequence of explanations is fundamentally important: name the game and its idea, briefly state its content, emphasize the rules, recall movements (if necessary), distribute roles, distribute attributes, place players on the court, start game actions. If the game is familiar to children, then instead of explaining, you need to remember the rules with the children. If the game is difficult, then it is not recommended to immediately give a detailed explanation, but it is better to first explain the main thing, and then all the details as the game progresses.

Distribution of roles. Roles determine the behavior of children in the game. Children should take the choice of the main role as an encouragement. There are several ways to choose a driver: the teacher appoints, necessarily arguing his choice; with the help of a rhyme (prevent conflicts); with the help of a "magic wand"; by lottery; the driver can choose a replacement. All of these techniques are used, as a rule, at the beginning of the game. For the appointment of a new driver, the main criterion is the quality of the execution of movements and rules.

Game management. The teacher directs the game, watching it from the side. But sometimes the teacher participates in the game if, for example, the conditions of the game require an appropriate number of players. Makes comments to those who violate the rules, suggests actions to those who are confused, gives signals, helps change drivers, encourages children, monitors the actions of children and does not allow static postures (squatting, standing on one leg), regulates physical activity, which should increase gradually. Remarks about the incorrect implementation of the rules negatively affect the mood of children. Therefore, comments should be made in a friendly manner.

Summing up. When summing up the game, the teacher notes those who showed dexterity, speed, and followed the rules. Names those who break the rules. The teacher analyzes how success was achieved in the game. Summing up the game should take place in an interesting and entertaining way. All children should be involved in the discussion of the game, this teaches them to analyze their actions, causes a more conscious attitude towards the implementation of the rules of the game.

As children accumulate motor experience, games need to be complicated, but the sequence of actions and episodes remains constant. Changes must always be justified. In addition, complications make well-known games interesting for children.

By varying the game, you cannot change the idea and composition, but you can: increase the dosage (repetition and total duration of the game); complicate the motor content; change the arrangement of players on the court (put the trap not on the side, but in the middle); change the signal (instead of verbal - sound or visual); play the game in non-standard conditions (on the river bank, in a forest clearing, in a park); complicate the rules (in the older group, those caught can be rescued). Children themselves can be involved in compiling game options, especially in older groups.

The development of motor creativity in an outdoor game in preschoolers

Noting the diverse content of children's games, their properties, nature, it should be emphasized that creativity is common in all outdoor games. Creative activity is unique to man. It is always social in content and expresses the freedom of the individual.

The initial stage in the formation of creative activity in children is imitation, which is especially characteristic of outdoor games of young children. They have a superbly developed imagination, they can “fly” like sparrows, “flutter” like butterflies, etc. Being a means of a natural need for activity, an outdoor game, on the one hand, gives the child the opportunity to learn and transform the surrounding reality, and on the other - develops his abilities and creative activity.

The next extremely important stage in the development of children's motor creativity is the ability to independently organize outdoor games that are familiar to the child. The highest level of children's creativity is the inventing of new outdoor games based on pictures, based on materials from familiar works of art.

Inventing new games is not given to all children. The reasons for this are individual characteristics, the level of motor and social experience, the organization of the pedagogical process, which does not always encourage the child to be creative enough. With the skillful management of the game, you can significantly increase the creative potential of the child. Developing and improving the creativity of children in the game, we educate a socially active, intelligent, versatile person who treats any activity thoughtfully and creatively.

Methods of conducting creative outdoor games with children of senior preschool age

The main motive of children's creativity is the desire to express their experiences, impressions, to master them in activities. An outdoor game always requires children to be creative: to find rational ways of action, to make the right decision on their own, to find a way out of the created game situation. It is one of the sources of children's creativity, gives food to children's imagination, awakens thought.

In the development of children's creative activity, an important role is played by the art of directing it by a teacher. Expands the motor experience of children, influencing the imagination, the educator stimulates and directs the creative activity of children. When conducting a game, introducing options, its educator gradually attracts children to creative searches. For example, during the subsequent game, you can invite the children to think and say from whom else the sparrows can fly away. Children say: from a cat, a dog, a boy, etc.

By the middle group, motor experience is accumulated in children, movements become more coordinated, therefore, motor tasks become more complicated in an outdoor game. In the development of the creative activity of middle-aged children, the teacher faces a difficult task: to create an atmosphere of joy and inspiration. It is important to help him, gain experience in a variety of activities, increase interest in the environment. Children clearly see the purpose of the game. All children develop imagination, but in each child it manifests itself in different ways, individually. An important place is occupied by plot mobile games. The plot form of activity contributes to the successful formation of creative activity. Children are able to enthusiastically and selflessly engage in the types of creative activities available to them. The child is able to express his attitude to the characters of the game. Having a certain stock of knowledge, skills and abilities, they make an attempt to come up with game options, come up with plot-based outdoor games, first by analogy with the already known ones, and then with new content .. Gradually guiding the development of creativity, the educator leads some of them to independently inventing games.

By the senior preschool age, motor experience is accumulated in children, movements and actions are restructured. The independent orientation of the child in the game situation, which allows him to show initiative and creativity, comes to the fore. A good mastery of speech gives him the opportunity to convey the intent of the game. Creative activity in children also requires the educator to possess the appropriate methodology. An important role in the development of creative activity is played by involving them in the compilation of game options, the complication of the rules. Children come up with not only variants of games, rules for them, but also compose counting rhymes with pleasure, weave into a game text, poems of their own composition. Thus, all children of senior preschool age can show initiative and creativity in outdoor games.

Creativity in outdoor games, especially story games, develops gradually: at first, children create combinations of movements, some by analogy with their comrades, and then on their own. Varying story games and joining in inventing new games, children first change the name of the game and introduce some character into it. Gradually they come up with games based on literary works, memorable movies, cartoons, TV shows, and, finally, compose their own. Under the influence of works of art, plot stories of the educator, as well as the performance of creative tasks by children, the interest and creative attitude of children to play activities significantly increases. However, the teacher's possession of the appropriate methodology contributes to the formation of creative activity in most children.

Creative outdoor games are games created (invented) by the children themselves on the basis of paintings, familiar literary works.

To educate children in the independence of creativity, it is necessary to arm the educator with the appropriate methodology. For meaningful and effective outdoor games with children, it is necessary to carry out a lot of preparatory work. First of all, when teaching children motor actions, their creative activity should be formed. This will ensure independence in the application of motor skills in the game. It is also important to expand children's knowledge and ideas about the environment. For this, children are introduced to the actions of various characters, read relevant literature, and look at pictures. It is necessary to conduct conversations, clarify their understanding of game characters, teach them to single out an episode with movements in the listened fairy tales, stories, causing an emotional experience, a desire to display this episode in the game. It is advisable to offer this episode in different versions, involving children in improvisation. In search of a solution to certain tasks in outdoor games, children are invited to come up with their own action, not similar to the actions of other children, new rules, and solve a motor task in their own way. The setting of appropriate tasks, their solution contributes not only to the conscious, creative movement, but also to the development of the mental abilities of children.

It is advisable to identify the formation of creative methods of action in the following areas:

1. The attitude of children to creativity: enthusiasm, the ability to “enter” imaginary circumstances, conditional situations, sincerity of experiences.

2. The quality of methods of creative actions accessible to the child: speed of reaction, resourcefulness in solving new problems, the use of various options, combining familiar elements into new combinations, originality of methods of action.

3. Indicators of the quality of children's creativity: the selection by children of the characteristic features of life phenomena, objects, characters and their reflection in action, in the game.

Thus, in every mobile game, creativity is a mandatory component. Purposeful, methodically thought-out management of an outdoor game significantly improves, activates the creative activity of children, raising it to a higher social level. Therefore, the methodology for managing gaming activities assumes the leading role of a teacher who directs and shapes creative activity.

The development of motor creativity forms the inquisitive mind of the child, charges him with fun, joy, forms the desire to be healthy and strong, ready to solve complex problems. So, in the development of the creative activity of children, an important place is given to the emotional-figurative method of guidance of the educator. By expanding the motor experience of children, influencing the imagination with a figurative word, the educator stimulates and directs the creative and executive activity of each child.

senior preschool age. Basic concepts of the mobile game

Many authors, both domestic and foreign, have been involved in the development of game theory (G. Spencer, 1913; L.S. Slavina, 1948; L.S. Vygotsky, 1966; D.B. Elkonin, 1978; A.N. Leontiev, 1981; and others).

A great contribution to the study of children's games was also made by O. Listello (1959), I.M. Korotkov (1971), L.V. Byleeva (1974), P.F. Lesgaft (1987). In a number of studies, the theory of play, in foreign literature, is reduced to the expenditure of excess energy of the body (G. Spencer et al. 1913), to obtaining functional pleasure from the game, to enjoying emotions (the principle of pleasure precedes the principle of reality). Some authors consider the game as a hereditary instinct (E. Thorndike, 1930; J. Piaget, 1963;), who emphasized that the essence of the game is to train and prepare the forces necessary for the future life of the child. They draw attention to the biological expediency of the game as a means of controlling the organs and functions of the children's body, preparing them for future non-play activities.

The development of game theory in Russian literature belongs to L.S. Vygotsky (1966), D.B. Elkonin (1978), A.N. Leontiev (1981), whose ideas correspond to the theoretical provisions of foreign authors. The game for preschool children is a leading activity and is of great importance for the development of all aspects of life.

According to many authors who have studied various aspects of play activity, the beginning of the development of play is associated with the mastery of actions with objects of a special kind - toys. This suggests that the origins begin within objective activity. Then they are replaced by game situations with the reproduction of labor and social relations (A.V. Zaporozhets 1965, 1978), which indicates the transition from object-manipulative game activity to a role-playing game under the guidance of a teacher (A.N. Leontiev 1959). Gradually, the role-playing game develops into a role-playing game, which belongs to the category of "classic" children's games.

For a child, mastering the rules means mastering his behavior, controlling it, subordinating it to a specific task, evaluating his movements and actions, as well as other children. In the game it is easy for a child to obey the rules, it creates a zone of proximal development and is its source. “In play, the child is always above his average age, above his usual behavior; in the game he is, as it were, head and shoulders above himself” (L.S. Vygotsky, 1966).

Currently, in games with rules, the dominant position is given to creative play. Its structure includes a didactic game, which has a certain structural composition: 1) physical games; 2) games associated with the training of the senses; 3) mental games (F. Frebel). This classification practically does not change and is confirmed by other authors (E.N. Tikheeva, 1980; M.A. Dzhaparidze, 1982). Didactic games consist of: 1) content, 2) game moment, 3) rules and 4) didactic task (N.V. Sedge, L.N. Semyko, 1985).

Mobile (physical) games occupy a special place in the structure of didactic games. They are aimed mainly at the overall development of the child through the improvement of his motor abilities. This favorably distinguishes outdoor games from all others, as it makes it possible to realize the biological (natural) need for movement. All motor qualities develop in them, skills and abilities of various locomotions are formed.

Being the leading activity for children of senior preschool age, the game leaves an imprint on the organization of all forms of work. Given this situation, it is necessary to approach the solution of the problems of physical education from the standpoint of introducing both the outdoor games themselves and the creation of game situations in various forms of physical education.

An outdoor game is one of the important means of comprehensive education of preschool children. Its characteristic feature is the complexity of the impact on the body and on all aspects of personality development: the child in the game is simultaneously carried out physical, mental, moral, aesthetic and labor education. (A.V. Zaporozhets, Markova).

Active motor activity of a playful nature and the positive emotions it causes intensify all physiological processes in the body, improve the functioning of all organs and systems. Unexpected situations that arise in the game teach children to use the acquired motor skills appropriately. In outdoor games, the most favorable conditions for the development of physical qualities are created. For example, in order to dodge a "trap", you need to show dexterity, and to escape from it, run as fast as possible. Fascinated by the plot of the game, children can perform with interest and, moreover, many times the same movements without noticing fatigue. And this leads to the development of endurance. (Z.S. Uvarova, R.G. Sorochek, G.P. Yurko).

During the game, children act in accordance with the rules that are binding on all participants. The rules regulate the behavior of the players and contribute to the development of mutual assistance, collectivism, honesty, discipline. At the same time, the need to follow the rules, as well as to overcome the inevitable obstacles in the game, contribute to the development of strong-willed qualities - endurance, courage, determination, and the ability to cope with negative emotions. (Yu.F. Luria).

In outdoor games, the child has to decide for himself how to act in order to achieve the goal. Rapid and sometimes unexpected change of conditions makes us look for more and more new ways to solve emerging problems. All this contributes to the development of independence, activity, initiative, creativity, ingenuity.

They manifest the natural need of the child to move, the need to find a solution to the motor problem. Playing, the child not only learns the world around him, but also transforms it. (E.Ya. Stepanenkova).

Mobile games are divided into elementary and complex. Elementary, in turn, are divided into plot and plotless, games - fun, attractions. (T.I. Osokina, E.A. Timofeeva).

Story games have a ready-made plot and firmly fixed rules. The plot reflects the phenomena of the surrounding life (labor activities of people, traffic, movements and habits of animals, birds, etc.), game actions are associated with the development of the plot and the role played by the child. The rules determine the beginning and end of the movement, determine the behavior and relationships of the players, and clarify the course of the game. Obedience to the rules is mandatory for everyone. (E. Yankevich).

Narrative outdoor games are mostly collective (in small groups and the whole group). Games of this type are used in all age groups, but they are especially popular in younger preschool age.

Plotless outdoor games such as traps, dashes (“Traps”, “Runnings”) do not have a plot, images, but are similar in plot to the presence of rules, roles, and the interdependence of 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 orientation in space. (D.V. Mendzheritskaya).

At preschool age, outdoor games with elements of competition (individual and group) are used, for example: “Which link is more likely to assemble”, “Who is the first through the hoop to the flag”, and other elements of the competition encourage great activity in the performance of motor tasks. In some games (“Change the subject”, “Who is faster 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 (games - relay races), then the child seeks to complete the task in order to improve the result of the team. (E.N. Vavilova).

Plotless games also include games using objects (skittles, serso, ring toss, grandmas, "School of the ball", 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 on the order of arrangement of objects, their use, the order of actions of the players. In these games, elements of competition are observed in order to achieve the best results. (M.Ya. Studenkin).

In games - fun, attractions, motor tasks are performed in unusual conditions and often include an element of competition, while several children perform motor tasks (running in bags, etc.), the rest of the children are spectators. Games are fun, attractions give the audience a lot of joy.

Complex games include - sports games (towns, badminton, table tennis, basketball, volleyball, football, hockey). At preschool age, elements of these games are used and children play according to simplified rules. (T.I. Osokina, E.A. Timofeeva).

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. High mobility games include those in which the whole group of children participate at the same time and they are built mainly on such movements 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, moreover, their intensity is insignificant. (P.F. Lesgaft).

Mobile play is an exercise through which a child prepares for life, and through which his personality develops through creativity.

An outdoor game is an indispensable means of replenishing a child's knowledge and ideas about the world around him, developing thinking, ingenuity, dexterity, dexterity, and valuable moral and volitional qualities.

During the game there is not only an exercise in existing skills, their consolidation, improvement, but also the formation of new personality traits. (L.D. Glazyrina, V.A. Ovsyankin).

In pedagogical science, outdoor games are considered as the most important means of the comprehensive development of the child. The deep meaning of outdoor games is in their full-fledged role in the physical and spiritual life that exists in the history and culture of every nation. An outdoor game can be called the most important educational tool that promotes both the development of physical and mental abilities and the development of moral norms, rules of conduct, and ethical values ​​of society. (E.J. Adashkyavichene).

Outdoor games of different content make it possible to trace the variety of approaches to finding ways for the harmonious development of children. However, the teaching of outdoor games and their use by the child should be such that the activities give the children pleasure, maintain a positive, emotional mood and interest due to their novelty.

Outdoor games bring up goodwill, desire for mutual assistance, conscientiousness, organization, initiative. Games help the child to expand and deepen their understanding of the surrounding reality. Performing various roles, depicting a variety of actions, children practically use their knowledge about the habits of animals, birds, insects, natural phenomena, vehicles, and modern technology. In the process of games, opportunities are created for the development of speech, exercises in counting, etc.

The game is a historically established phenomenon, an independent type of activity characteristic of a person. Playing activities are very diverse: children's games with toys, board games, round dance games, outdoor games, sports games.

The game can be a means of self-knowledge, entertainment, recreation, a means of physical and general social education, a means of sports.

The game is a very emotional activity, so it is of great value in educational work with children. Among the wide variety of games, outdoor games are widespread among children and adolescents. A characteristic feature of outdoor games is the pronounced role of movements in the content of the game (running, jumping, throwing, throwing, passing and catching the ball, resistance, etc.); these motor actions are motivated by its plot (theme, idea). They are sent to overcome various difficulties, obstacles placed in the way of achieving the goal of the game.

Among outdoor games, there are actually (elementary) outdoor games and sports games. Actually (elementary) outdoor games are a consciously initiative activity aimed at achieving the conditions of the goal, voluntarily set by the players themselves. Achieving the goal requires active motor actions from the players, the implementation of which depends on the creativity and initiative of the players themselves (quickly run to the goal, quickly throw at the target, quickly and deftly catch up with the "enemy" or run away from him, etc.). Motor actions are established by the rules of the game, the implementation of which requires the players to perform appropriate sports behavior within the established rules. The rules determine the nature of the obstacles and difficulties in the game on the way to achieving the goal. The complexity of the game itself depends on the complexity and number of rules.

Actually outdoor games do not require special training from the participants. The rules in them vary by the participants and leaders, depending on the conditions in which the games are played. They do not have a fixed number of players, the exact size of the site, and the inventory also varies (mace or skittles, volleyball or simple ball, small balls or bags of peas, gymnastic or simple stick, etc.).

Outdoor games can be individual (single), which are most often organized by the children themselves (ball game, jump rope, hopscotch, hoop riding, etc.). They can be used to organize leisure activities, active recreation (during breaks, with an extended day and in other cases). Collective (group) outdoor games, in which groups of players participate: classes, sports sections, teams, have a special pedagogical impact. All collective outdoor games have a competitive element (each for himself or each for his team), as well as mutual assistance, mutual assistance in the interests of achieving the set goal.

A characteristic of collective games is the ever-changing situation in the game, which requires the players to react quickly. Therefore, in the course of the game, relationships change all the time: everyone seeks to create for himself or for his team the most advantageous position compared to the “opponent”. Each outdoor game has its own content, form (construction), methodological features. The content of an outdoor game is: a plot (a figurative or conditional idea, a game plan), rules and motor actions included in the game to achieve the goal.

The form of an outdoor game is the organization of the actions of the participants, which provides the opportunity for a wide choice of ways to achieve the goal. In some games, participants act individually or in groups, seeking their personal interests, in others collectively, defending the interests of their team, their team. The constructions of the players for the game are also different (scattered, in a circle, in a line). The form of the game is connected with the content and is conditioned by it. The methodological features of the game depend on its content and form.

The methodological features of outdoor games are characterized by:

• - imagery;
• - independence of actions aimed at achieving the goal, limited by the rules;
• - creative initiative in actions in accordance with the rules;
• - performance of individual roles in the game, according to its plot, which establishes certain relationships in the team of game participants;
• - suddenness, variability of the situation in the game, requiring the players to react quickly, take initiative;
• - elements of competition in the game, requiring full mobilization of forces and increasing the emotionality of the game;
• - clash of opposing interests in resolving game "conflicts", which creates a high emotional tone.

Outdoor games are not only a means, but also a method of physical education. The concept of the game method in education reflects the methodological features of the game, that is, what distinguishes it methodically from other methods of education (the element of competition, plot, imagery, various ways to achieve the goal, the relative independence of actions). The game method is used mainly for the complex improvement of movements in conditional variable conditions.

Outdoor games as a means of physical education and a game method contribute to the education and improvement of physical qualities. In addition, outdoor games improve and consolidate natural movements and individual skills and abilities acquired in gymnastics, athletics, skiing, skating and other sports.

Thus, outdoor games are one of the conditions for the development of a child's culture. In them, he comprehends and cognizes the world around him, his intellect, fantasy, imagination develop in them, social qualities are formed.

MOBILE GAME AS A MEANS OF COMPREHENSIVE DEVELOPMENT OF A CHILD

The article deals with the comprehensive development of a child in an outdoor game. The significance of the need for outdoor games is revealed.

Outdoor game, types of outdoor games, motor actions and functions.

“Play is a need for a growing child's body. In the game, the physical strength of the child develops, the hand becomes stronger, the body is more flexible, or rather the eye, intelligence, resourcefulness, and initiative develop. In the game, children develop organizational skills, endurance, the ability to weigh circumstances develops.

N.K. Krupskaya

Outdoor games create an atmosphere of joy and therefore make complex solutions to health, educational and educational tasks the most effective.

An outdoor game contributes to the development of motor and physical skills, speed, dexterity of movements, opening up opportunities for the child to expand and improve the acquired skills, organization and discipline. In addition, the game requires the child to display such qualities as initiative, sociability, the ability to coordinate their actions with the actions of their peers, thus laying the foundations of social relations.

Outdoor gamesare not only an emotional and psychological load, but also an effective means of developing motor qualities.

Through outdoor games, the most harmonious coordination of the activity of all organs and systems of the child is achieved. Expediently selected taking into account the age, state of health, degree of physical fitness of children, outdoor games, especially in the air, help strengthen the body, harden and thereby prevent exacerbations of diseases.

The deepest meaning of outdoor games lies in the fact that they functionally load the body, all its tissues, organs and systems, structurally form and improve them.

An outdoor game can be called the most important educational institution, contributing both to the development of physical and mental abilities, and the development of moral norms, rules of conduct, and ethical values ​​of society.

Outdoor games of different content make it possible to trace the variety of approaches to finding ways for the harmonious development of children. Conventionally, several types of outdoor games can be distinguished: imitative, figurative-creative, rhythmic; be performed in the form of motor tasks that require the manifestation of dexterity, speed, strength and other physical qualities, which in different ways contribute to the comprehensive development of preschoolers, carry a different social orientation.

In the mental education of a child, the role of outdoor play is great: children learn to act in accordance with the rules, master spatial terminology, act consciously in a changed game situation and learn about the world around them. Outdoor games are often accompanied by songs, poems, counting rhymes, game beginnings. Such games replenish vocabulary, enrich children's speech.

Obeying the rules of the game, children practically practice moral deeds, learn to be friends, empathize, help each other.

The aesthetic perception of the world is improved in outdoor games. Children learn the beauty of movements, their imagery, they develop a sense of rhythm. They master poetic figurative speech.

Labor education of a child in an outdoor game: children make game attributes, arrange and remove them in a certain sequence, improve their motor skills necessary for future work.

P.F. Lesgaft considered outdoor games as a means of versatile education of the child’s personality, development of honesty, truthfulness, endurance, self-control, camaraderie. He recommended using games to teach the child to control himself, "to restrain his divergent feelings and thus teach him to subordinate his actions to consciousness."

VV Gorinevsky considered outdoor play as a means of shaping the child's personality. He attached great importance to the health-improving orientation of the positive emotions that the child experiences in the game.

An outdoor game is a process in which all players are necessarily involved in active actions, determined by the plot and rules, games are aimed at achieving a certain conditional goal set for children, adults and the players themselves.

The use of outdoor games is also supported by the fact that they can be played frontally, individually and with subgroups of children at different times, in the classroom and in the process of holding regime moments in kindergarten and at home with parents, in addition, you can play not only under the guidance adult, but also independently.

Thus, an outdoor game is one of the conditions for the development of a child’s culture, it is always a creative activity in which the child’s natural need for movement is manifested, the need to find a solution to a motor task.

2. Mobile game as a means of physical education of children. Meaning and classification of outdoor games.

Ya.A. Comenius - highly appreciated the role of games "consisting in motion" for solving health-improving, educational and educational tasks.

Emphasizing the great importance of the correct management of games by the elders, Ya.A. or the development of health, or rest for the mind.

K. D. Ushinsky - XIX century. He attached great importance to the game as a means of education. He considered the child's play as the child's reality with his actions and experiences. He emphasized that this reality is more interesting to the child than the life around him, because it is more understandable to him. In the game, the child gets acquainted with everything around him, tries his hand and independently disposes of objects, while in reality he still does not have any independent activity. According to Ushinsky, games do not pass without a trace for the future life of the child and to a certain extent contribute to the formation of his personality. Games have a significant impact on the development of children's imagination, especially at preschool age.

P. S. Lesgaft. He considered games as one of the effective means of physical education and upbringing. P. S. Lesgaft paid a lot of attention to games in physical education classes: in the elementary grades, he devoted half a lesson to games, and in the middle grades, a third of the lesson. He believed that outdoor games are of great educational and educational importance, that they are a more complex action than individual gymnastic exercises.

V. G. Marts. He strove to ensure that outdoor games as a valuable means of physical and moral education were introduced into schools and kindergartens. Martz considered outdoor games as a means of physical and moral education of children, he developed a method for managing games, and believed that the success of a game largely depends on leadership.

V. G. Martz organically connected the mobile game with sports. He considers the most uncomplicated outdoor game to be the first rung of the ladder along which the child has to climb to the very top - to a sports game.

A. S. Makarenko. In his opinion, games are a means of preparing a child for life, a transitional stage for work. In games, children are brought up activity, initiative, a sense of collectivism. But not every game has an educational value, but only one that is active.

Outdoor games as a means of physical education for younger students have a number of features. The most characteristic of them are the activity and independence of the players, the collective action and the continuity of changes in the conditions of activity. The activities of the players are subject to the rules of the game.

The relationship between playing children is determined, first of all, by the content of the game. The difference in relations allows us to distinguish two main groups - non-team and team games, which are supplemented by a small group of intermediate transitional games.

The choice of a particular game is determined by specific tasks and conditions. Each age group has its own characteristics in the choice and methodology of the game.

When choosing a game, the following questions are considered:

1) the purpose of the game, what skills and abilities will be formed in the process of playing it;

2) what educational goals are pursued during the game;

3) whether it is feasible for students;

4) whether all students will participate in it;

5) what the game will give to each child.

6) Summing up should be simple and clear.

Games relieve the tension that arises in the process of learning. They are one of the most accessible, emotional and at the same time effective means of self-knowledge, entertainment, recreation, physical and intellectual development.

Children of primary school age are particularly mobile and have a constant need for movement. However, when choosing games, you need to remember that the body of younger students is not ready to endure prolonged stress. Their powers are quickly depleted and fairly quickly replenished. Therefore, the games should not be too long: be sure to take breaks for rest.

For students in grades 1-2, games with complex movements and relationships are not yet available. They are more attracted to imitation games, of a plot nature, with jogging, dodging the driver, jumping, catching and throwing balls and various objects. Actions in a team are difficult for them, and therefore they play non-team games with great pleasure.

In children of 9-10 years old (3-4) classes, strength is noticeably increased, coordination capabilities, speed, agility, endurance, adaptability of the body to physical stress are improved, control of one's body becomes more perfect. Children of this age already have access to games that are quite complex in content.

Changes are also taking place in the psyche of children 9-10 years old. An increase in the strength and mobility of nervous processes entails an increase in the stability of the attention and interests of children. The development of operational thinking makes it possible to solve more difficult tactical tasks. This is especially important as children become interested in games with competition between entire play teams.

There is no significant difference between the games of boys and girls of 9-10 years old. But still, boys are more inclined to games with elements of martial arts, mutual assistance, fighting for the ball. Girls prefer calm games with rhythmic movements and precise actions (with objects, with a ball).

Children of this age are especially fond of ball games, running, jumping over obstacles and throwing various small objects, as well as paramilitary games on the ground.

The duration of games and the intensity of the load in games with children 9-10 years old increase. Refereeing becomes more strict, favorite games are used more often. Brighter in games

Conducting outdoor games is determined by the goals and objectives that are solved with their help. Comprehensive education and harmonious development of students is possible only as a result of a long-term, systematic and properly organized process of teaching outdoor games. The leading role in this belongs to the teacher.

When organizing training, the teacher should strive to:

1. to educate those involved in high moral and volitional qualities;

to strengthen their health and promote proper physical development;

2. to promote the formation of vital motor skills and abilities.

The education of pedagogical morality is closely connected with the choice of games. We need to select games that clearly reflect our reality, bring up the necessary qualities and a correct understanding of life. Humiliation of human dignity, rudeness, selfishness in games are unacceptable.

Teaching outdoor games is based on the general patterns of the learning process. It is necessary to move from simple games to more complex ones in a timely manner, without waiting until younger students lose interest in well-known games. It is important to correctly rely on existing experience. Each new game should, as it were, “grow” from the old, well-known one. This will facilitate the assimilation, and will contribute to the consolidation of skills and abilities. In the future, games should systematically become more difficult so as not to lose their educational value.

There are several classifications of outdoor games. Traditionally, games are distinguished by the absence of equipment, the number of participants, the degree of intensity and specifics of physical training, the presence of a host, the venue, the elements of space marking, the general plot, etc.

Individual, single outdoor games are created, organized and conducted by one child. In this case, the child can determine the meaning and content of the game himself, temporary rules for himself, which he can modify in the course of the game, in order to achieve the goal more effectively, due to his own meaning of the game actions. Such games are predominantly plot-based, 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.

Collective outdoor games are called so on the basis of the simultaneous participation in the game of a certain number of players. This type of games is most popular among children and is very diverse. Collective games are divided into team and non-team.

Non-team games are held with and without a driver. On a functional basis, non-team games without leaders are characterized by individual rivalry between the players for their place on the playing field or in the formation of the players, as well as the individual manifestation of order in collective actions. A feature of non-team games with a leader is, according to the role functions of the players, confrontation with the leaders and opposition of the players of one team to the leaders from the other by interacting with teammates or with their support and direct physical assistance.

Team games are subdivided into games during which the participants, in accordance with the content of the game and the rules, do not come into physical contact with an opponent, and into games with the presence of physical opposing contact between rival players in the course of game actions.

In games without physical contact there are rivals according to the functional characteristics of the players: the manifestation of martial arts for their team; manifestation of the struggle for their team through mutual support and physical mutual assistance of the players of the same team. Outdoor games with contact interaction of players of opposing teams are subdivided according to the functions of the players: into individual martial arts for their team; fight for the interests of his team, but with the totality of all single combat actions, the support of teammates and their physical assistance.

Row command 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 directed technical training and preparedness of the players. These games are characterized by the distribution among the participating game functions, roles. Semi-sports games are held according to special rules and encourage players to demonstrate elementary technical and physical fitness.

Non-team and command outdoor games are characterized by a number of typical motor actions generalized for these groups of games:

Performing rhythmic movements - a manifestation of creativity, as well as imitation of animals in their specific movements;

Short-distance dashes with the manifestation of speed of movement and agility;

High-speed action of a pronouncedly coordinated nature with various inventory items;

Jumps associated with overcoming obstacles, power resistance;

The manifestation of previously formed motor skills based on the ability to navigate in space, catching and distinguishing sounds and observation.

Outdoor games with a driverand without a driver are held by players of different age groups, however, it is advisable to use the option of playing with a driver in accordance with the age-related motor abilities of children, without excessively complicating the content and rules of the game.

AT musical mobile games mainly use two types of music. The first one is based on the musical arrangement of the plot side of the mobile game, for example, the fairy tale genre. In this case, the teacher is required to demonstrate elementary musical preparedness, if possible, to involve specialists - 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 be either neutral in nature, or determine the tempo-rhythmic picture of the development of the game. In all variants of the use of music in the process of outdoor play, the teacher is required to display professional creativity and the desire to deliver aesthetic pleasure to children.

Mobile games with physical contact with an opponent are divided into games where contact is indirect, for example, in tug-of-war, or accidental, 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 purposeful physical contact of the players can lead to undesirable and dangerous consequences for their health.