CC BY
9УДК 372.3/.4
Shukrullayeva Z.N., Teacher,
Bukhara Pedagogical College, Bukhara, Republic of Uzbekistan Шукруллаева З.Н., преподаватель, Бухарский педагогический колледж, Бухара, Республика Узбекистан E-mail: [email protected]
Folk games are a school of life for children Народные игры — это школа жизни для детей
Abstract: This article shows the main and leading activities of preschoolers, which are formed through the game. The role of the game in pedagogical processes and in the development of the intellectual image of the child is highlighted. Uzbek folk children's games are considered, in which the Uzbek national spirit coexists with physical culture, educational and spiritual and moral views.
Аннотация: В данной статье показаны основные и ведущие виды деятельности дошкольников, которые формируются через игру. Освещена роль игры в педагогических процессах и в развитии интеллектуального образа ребенка. Рассмотрены узбекские народные детские игры, в которых узбекский национальный дух соседствует с физкультурно-воспитательными и духовно-нравственными взглядами.
Keywords: game; principles of learning through play; pedagogical technologies of play; didactic games; subject games; types of games; action games; games of words.
Ключевые слова: игра; принципы обучения через игру; педагогические технологии игры; дидактические игры; предметные игры; виды игр; экшн-игры; словесные игры.
Preschool is a short period of human life, but it is an important and unique period in which the foundation of a child's personality is formed. Because in this period will-power and voluntary behavior appear, imagination, creativity, general
initiative are actively developed. During this period, the child acquires basic knowledge about the environment, life, in which a clear relationship to people, work is formed, but these important qualities are not in the educational process, but in the main leading activity of the preschool child which is formed by the game.
The role of play in the pedagogical process in preschool education is special, and the game is widely used in the upbringing and education of children. For example,
• play is an independent activity of children, in which the child's psyche is reflected;
• play is a way of organizing the lives of preschool children;
• play is one of the means of comprehensive education of children;
• play is a method and method of educating children.
The game not only helps to communicate with peers. It is during play that children develop the ability to control their behavior — to obey the rules. Later, these skills will be reflected in other types of activities. It is important to emulate the image of other people, not morals (or other adult requirements) as role models in the game. That is why it is so important to have people around you who are role models for your child's behavior.
The advantage of play over other children's activities is that the child obeys to certain rules in terms of will. And following these rules will bring maximum satisfaction and pleasure to the child, nurture his will. Therefore, play is the only way for a preschooler to show his initiative and creative activity.
Simultaneously, it is through play activities that children learn to control and evaluate themselves, to understand what they are doing, and, most importantly, to want to act correctly. Although some story games (hide-and-seek, mother-child, rockcracking) have survived to the present day and are still popular, children often do not know the rules of the game and do not feel compelled to follow them. They do not compare their behavior and desires to the image of a perfect human being or to the norms of correct behavior.
Play is one of the types of children's activities that adults use as a means of educating preschool children, in the use of various objects by children, and as a means of communication. Through play, the child develops as an individual, and his or her relationships with people are formed, which later lead to success in learning and work.
For instance, in play, the child develops the ability to manage their own activities, taking into account the quantitative activity tasks. The main achievement is to achieve a sense of community. This not only assesses the child's spirituality, but also radically changes his intellectual image, as in team play there is an interaction of different content and meanings, the development of the content of reality and the achievement of the overall goal of the game will give.
Play is a way for a child to have the best experience of seven types of thinking: linguistic, musical, logical, mathematical, spatial, physical-kinesthetic, individual and social.
Play is a children's activity in which they learn how objects work, solve problems, make decisions, increase their thinking and creativity, and interact with objects.
The most important part of the game is interacting with adults. They should encourage, engage and direct children to play. Success in learning through play depends on adults.
The game enters the lives of children from the cradle: "Bordi-bordi", "Havzak-havzak", toys such as rattlesnakes and handcuffs, and as children grow older, their games go from cradle to home, moves from house to yard, from yard to street, to large areas, both in form and content becomes more complex, progresses in all aspects of life, and even begins to make a difference in the gender of children, evening or daytime time acquires the principle that even the season in which the game is played becomes more rigid. Because of this, each stage of childhood has its own games; games are categorized that girls are different from boys and boys are different from girls, while at the same time adapting to a mix of both sexes. They are formed only in spring, only in summer, only in autumn or only in winter. This, of
course, is due to the fact that this or that game is the result of the labor processes that take place with the change of seasons, the customs associated with them, the actions of the superstitious. Therefore, there are many games that are based on gardening, horticulture, animal husbandry, construction, pottery, hunting, fishing, baking, cooking, military and other professions.
Needless to say that the obligation is alien to the nature of the game. It destroys the creative potential of children. So kids can choose whatever game they want. Choosing a game should create the mood and pleasure of the game. Only then will the children not only play, but live in the game, and the game will become for them a universal pleasure, a lesson in life.
Understanding the importance of games as a textbook of life has formed in children a sense of responsibility for it, a duty to strictly follow the rules of the game. That's why children adhere to the rules of the game. Over the centuries, the game has developed its own internal laws, which ensure that children develop the qualities of harmony, cooperation, brotherhood, agility, agility, dexterity, endurance, perseverance, community, resourcefulness. In this context, games have become a multifunctional phenomenon: they have a social meaning as a lesson in life, they have strengthened the children physically and spiritually, and have played a moral and educational role. With this quality he performed an ethno-pedagogical task.
Strict adherence to play discipline instills in children a sense of duty and responsibility, which prepares them for the development of legal awareness in children. Children become more aware of their place in society.
In games, movement equals to rhythmic proportion. This, in turn, develops children's ability to feel beauty through rhythmic playful songs mixed with movement, which stimulates their sense of beauty and performs an aesthetic function.
In addition, children pay special attention not only to the game itself, but also to its beginning and end. First of all, a child rarely plays alone. Although Uzbek children's games include games for single children, they are rare. Most games are designed for two or more children. That's why the only child who goes out to play is
immediately looking for a partner. He invites his peers to the game. That's the decent thing to do, and it should end there.
Movement in games has two functions: the first is to strengthen the child's body and organs, to make the child agile, to teach agility, speed, endurance, resourcefulness, self-confidence; the second is to make children observe, sharpen and deepen their spiritual vision, to make unexpected decisions, and in both cases to teach them to be resourceful, both physically and spiritually. Children's games can be divided into two major groups:
1. Action games;
2. Spiritual (word) games.
The Uzbek children's repertoire includes a series of songs: "Find what I hid", "Golden Gate", "Guest-guest", "Five stones", "Bazaar-bazaar", "Chase", "Who's running?", "Cat-and-mouse" and others have such a character.
Children's games, created by the genius of the people, have been used for centuries to strengthen and educate the younger generation. They reflect the physical, educational, spiritual and moral views of the people, tested in the traditional way of life, mixed with the Uzbek national spirit.
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