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ПЕДАГОГИЧЕСКИЕ НАУКИ
DIDACTIC GAMES IN PRESCHOOL EDUCATIONAL SYSTEM Urinova F.U. Email: [email protected]
Urinova Feruza Uljaevna - Candidate of Pedagogical Sciences, Docent, DEPARTMENT PRESCHOOL EDUCATION, FACULTY PRESCHOOL AND PRIMARY EDUCATION, FERGHANA STATE UNIVERSITY, FERGHANA, REPUBLIC OF UZBEKISTAN
Abstract: the article under discussion deals with the application of didactic games in preschool educational system. The author of the article believes that didactic game is a multifaceted, complex pedagogical phenomenon: it is both a game method of teaching preschool children, a form of education, and an independent game activity, and a means of comprehensive education of the child's personality. The content of didactic games forms in children the correct attitude to the phenomena of social life, nature, subjects of the world around them, systematizes and deepens the knowledge about the Motherland, army, profession and labour activity. By means of didactic games the tutor teaches children to think independently, to use the received knowledge in various conditions according to the set task.
Keywords: didactic game, independent, think, content, upbringing, personality, surrounding world, preschool education, activity.
ДИДАКТИЧЕСКИЕ ИГРЫ В СИСТЕМЕ ДОШКОЛЬНОГО
ОБРАЗОВАНИЯ Уринова Ф.У.
Уринова Феруза Улжаевна - кандидат педагогических наук, доцент, кафедра дошкольного образования, факультет дошкольного и начального образования, Ферганский государственный университет, г. Фергана, Республика Узбекистан
Аннотация: данная статья рассматривает вопросы применения дидактических игр в системе дошкольного образования. Автор статьи считает, что дидактическая игра представляет собой многоплановое, сложное педагогическое явление: она является и игровым методом обучения детей дошкольного возраста, и формой обучения, и самостоятельной игровой деятельностью, и средством всестороннего воспитания личности ребенка. Содержание дидактических игр формирует у детей правильное отношение к явлениям общественной жизни, природе, предметам окружающего мира, систематизирует и углубляет знания о Родине, армии, профессии, трудовой деятельности. С помощью дидактических игр воспитатель приучает детей самостоятельно мыслить, использовать полученные знания в различных условиях в соответствии с поставленной задачей.
Ключевые слова: дидактическая игра, самостоятельный, мыслить, содержание, воспитание, личность, окружающий мир, дошкольное образование, деятельность.
UDC 373.29
A didactic game is a multifaceted, complex pedagogical phenomenon: it is both a game method of teaching preschool children, a form of education, and an independent game activity, and a means of comprehensive education of the child's personality. A didactic game as a method of learning is considered to be of two kinds: a game - a didactic or autodidactic activity, a game. In the first case, the leading role belongs to the educator, who uses various playful techniques to increase children's interest in the activity, creates a playful situation,
introduces elements of competition, etc. The use of various components of the game activity is combined with questions, instructions, explanations and displays [1].
With the help of games - lessons the tutor not only transfers certain knowledge, forms representations, but also teaches children to play. The basis for children's games is the formulated notions about the construction of a game plot, about various game activities with subjects. It is important that conditions are created to transfer knowledge and ideas into independent, creative games. A didactic game as a form of teaching children has two components: educational and entertaining. The teacher is both a teacher and a participant in the game. He teaches and plays, while children learn by playing. If the knowledge about the world around them expands and deepens in the classroom, a didactic game offers children tasks in the form of riddles, suggestions and questions. Didactic game as an independent game activity is based on an awareness of this process. Independent game activity is carried out only if children show interest in the game, its rules and actions, if their rules are learned. How long can a child be interested in a game if its rules and content are well known to him/her? Children love games that they know well and play them with pleasure. This can be confirmed by folk games, the rules of which are known to children: "Paints", "Where we have been, we will not say, and what we did, we will show", "On the contrary," and others. In each such game there is an interest in game actions. For example, in the game "Paints" you have to choose a color. Children usually choose fabulous and favorite colors: gold, silver. Choosing a color, the child comes to the driver and whispers in his ear the name of the paint. "Ride the track on one leg" - says the driver to the one who called the paint, which is not among the players. There's so much fun play to do for children! That's why children always play these games. The teacher takes care of the complexity of the games, expanding their variability. If the children's interest in the game fades (and this is mostly true for board games), you need to come up with more complex rules with them [2].
Independent game activity does not exclude control by an adult. Adult participation is indirect: for example, the tutor, like all participants of the game "lotto", gets a card and tries to complete the task on time, happy if he wins, in other words he is an equal participant in the game. The children themselves can play didactic games both in and out of class. Didactic games are important for enrichment of creative games and older children. Games such as "Clever Machines", "Dairy Farm", "Who needs what for work" can not leave children indifferent, they have a desire to play in the builders, bakers, dairymaids.
The content of didactic games forms in children the correct attitude to the phenomena of social life, nature, subjects of the world around, systematizes and deepens the knowledge about the Motherland, the army, profession, work. The knowledge about the surrounding life is given to children according to a certain system. So, acquaintance of children with work passes in such sequence: at first children are acquainted with the content of a certain kind of work, then with the machines helping people in their work, facilitating work, with a stage of production at creation of necessary subjects, products, after that they reveal before children the meaning of any kind of work [1].
With the help of didactic games an educator teaches children to think independently, to use the knowledge gained in various conditions in accordance with the task at hand. Didactic games develop children's sensory abilities. The processes of feeling and perception lie at the heart of a child's knowledge of the environment. Acquaintance of preschool children with colour, form, size of an object has allowed to create system of didactic games and exercises on sensory education directed on perfection of perception by the child of characteristic signs of objects. Didactic games develop children's speech: the vocabulary is replenished and activated, correct sound pronunciation is formed, coherent speech is developed, and the ability to express their thoughts correctly is developed. Some games require children to actively use generic, specific concepts, such as "Name one word" or "Name three subjects". Finding antonyms, synonyms, words similar in sound is the main task of many verbal games. In games, the development of thinking and speech is
inextricably linked. In the game "Guess what we are up to", you need to be able to put questions that children answer with only two words "yes" or "no".
Preschool children form a moral idea of careful attitude to the surrounding subjects, toys as the products of adult labor, the norms of behavior, the relationship with peers and adults, the positive and negative qualities of personality. The content and rules of the game play a special role in the education of the moral qualities of the child's personality. In work with young children, the main content of didactic games is the learning of cultural and hygienic skills [2]. The use of didactic games in work with older children solves somewhat different tasks - the education of moral feelings and relationships. Many didactic games form children's respect for the working man, cause interest in the work of adults, the desire to work themselves. For example, in the game "Who built this house" children learn that before building a house architects work on a drawing, etc. Some work skills are acquired by children in the production of material for didactic games. Didactic material must meet hygienic and aesthetic requirements: the toys must be painted with bright colors, artistically designed. Such toys attract attention, cause the desire to play with them. The game creates a positive emotional rise, makes you feel good, and at the same time requires a certain tension of the nervous system. Especially important are games with didactic toys, where the development and strengthening of fine muscles in the hands, and it affects mental development, preparing the hand for writing, to the fine arts, i.e. to study at school.
References / Список литературы
1. Bondarenko A.K. Didactic games in kindergarten; 2nd edition, revised. Moscow. Enlightenment, 1991. P. 210.
2. Veraksa N.E. "From birth to school": The main educational program of preschool, education / under the editorship of Veraksa N.E., T.S. Komarova, M.A. Vasilyeva; 3rd ed. Moscow, 2016. P. 386.
