Роль сюжетно-відображуваної гри у розвитку дітей раннього віку
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Дата
2023
Назва журналу
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Назва тому
Видавець
Анотація
У статті визначено сутність поняття «гра». Встановлено, що гра – це своєрідна діяльність, яка допомагає дитині активно відображати оточуюче її життя. На основі теоретико-методичного аналізу досліджуваної проблеми визначено послідовність формування у дітей раннього віку предметних способів відображення навколишнього середовища. Також охарактеризовано етапи комплексного керівництва сюжетно-відображуваною грою для дітей раннього віку: ознайомлення дітей з навколишнім в активній діяльності; збагачення ігрового досвіду молодших дошкільників; формування у дітей ігрових дій з уявними предметами. Перспективою подальшої розвідки передбачено вивчення закордонного досвіду застосування сюжетно-відображуваної гри у роботі з дітьми раннього віку.
The article defines the essence of the "game" concept. It was established that the game is a kind of activity which helps the child to actively reflect the life around him or her. Based on the theoretical-methodical analysis of the researched problem, the sequence of objective ways’ formation of reflecting the environment in young children is determined. Also, the stages of the plot-displayed game’s comprehensive management for young children were characterized: acquainting children with the environment in active activities; enrichment of children's gaming experience; formation of playful actions with imaginary objects. The method of familiarization with the surrounding world necessarily involves the inclusion of children in active activities during observation, they should not be passive observers, they are asked to perform reasonable actions. If children do not have the skills to play with toys, the educator teaches them in a joint game (an adult with a child) or organizes special games-classes. Gradually, the children's life and play experience is enriched, so the play activities with toys are become more diverse. Such games are developed children’s thinking, imagination, language and form playful actions with imaginary objects. Closer to the third year of life, the formation of the main components of the plot-displayed game takes place. Children start having interested in an imaginary situation actions, the number and variety of actions with objects increases, game actions are become more independent, stable, aware and generalized. The structure of game activity is complicated: game actions are become connecting in chains; children begin to use substitute objects. In the third year, the child's independence in the game is raised, his actions become more varied and diverse, the content of the game plots expands, and the logical sequence of events begins to be reflected in them. Game substitutions are become more conscious, the game is taken on a creative character. At the end of early age, elements of role behaviour are appeared. The prospect of further exploration includes the study of foreign experience in the use of the plot-displayed games in working with young children.
The article defines the essence of the "game" concept. It was established that the game is a kind of activity which helps the child to actively reflect the life around him or her. Based on the theoretical-methodical analysis of the researched problem, the sequence of objective ways’ formation of reflecting the environment in young children is determined. Also, the stages of the plot-displayed game’s comprehensive management for young children were characterized: acquainting children with the environment in active activities; enrichment of children's gaming experience; formation of playful actions with imaginary objects. The method of familiarization with the surrounding world necessarily involves the inclusion of children in active activities during observation, they should not be passive observers, they are asked to perform reasonable actions. If children do not have the skills to play with toys, the educator teaches them in a joint game (an adult with a child) or organizes special games-classes. Gradually, the children's life and play experience is enriched, so the play activities with toys are become more diverse. Such games are developed children’s thinking, imagination, language and form playful actions with imaginary objects. Closer to the third year of life, the formation of the main components of the plot-displayed game takes place. Children start having interested in an imaginary situation actions, the number and variety of actions with objects increases, game actions are become more independent, stable, aware and generalized. The structure of game activity is complicated: game actions are become connecting in chains; children begin to use substitute objects. In the third year, the child's independence in the game is raised, his actions become more varied and diverse, the content of the game plots expands, and the logical sequence of events begins to be reflected in them. Game substitutions are become more conscious, the game is taken on a creative character. At the end of early age, elements of role behaviour are appeared. The prospect of further exploration includes the study of foreign experience in the use of the plot-displayed games in working with young children.
Опис
Ключові слова
діти раннього віку, психофізичний розвиток, гра, сюжетно-відображувана гра, young children, psychophysical development, game, the plotdisplayed game
Бібліографічний опис
Кондратюк, С. Роль сюжетно-відображуваної гри у розвитку дітей раннього віку [Текст] / С. Кондратюк // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський державний педагогічний ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, М. А. Бойченко, О. А. Біда та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2023. – № 2 (126). – С. 263–275. – DOI 10.24139/2312-5993/2023.02/263-275