Amelchakova Lyubov Aleksandrovna, educator
MBDOU D / C №20 "Dolphin" MO Sayanogorsk
Game as the main type of children's activities before school age He is the leading means of their upbringing.
The game - A special form of mastering the child of the surrounding reality in the entire variety of rules and relationships between people by playing and simulation.
The game, being the leading activity of children of preschool and younger school age, occupies an important place in their lives. This is due to the fact that the game has a multifaceted effect on the mental development of the child. In the game, children master new knowledge, skills and skills, improve their speech. Only in the game are mastered the rules of human communication. It allows you to form moral and volitional qualities of the child.
But the process of developing the game in children with intellectual insufficiency is absolutely different. Already in early childhood, such children underdevelopment of gaming activities turn out to be "programmed". The reasons for this: a low level of cognitive activity, lagging in the timing of mastering functions, subject actions, speech, emotional and situationally business communication with adults. And despite this, the development of children with intellectual impairment is the same stages as the development of a normal child (L. S. Vygotsky), i.e. there is a consistent change of leading activity, which is determining the transition from one stage to another.
The game can have a positive impact on the development of all mental processes and personal functions as a whole only in the case when special conditions are created for the development of the child and it is included in the process of systematically implemented correctional - educational work, the element of which is targeted formation of gaming activities.
An outstanding teacher N. K. Krukskaya noted: "The game is the need of a growing organism. The game develops physical power The child is harder done, a flexible body, or rather an eye, the intentity, resourcefulness, initiative develops. In the game, the guys produced organizational skills, extracting, the ability to weigh circumstances develops. "
Preschoolers with intellectual insufficiency, being included in the game, do not show interest in its process and toys for a long time, they act indifferently, passively obeying the requirements of an adult. Thanks to learning, interest in the game arises, but it turns out to be very short-term, unstable.
Unlike normally developing peers, children with intellectual insufficiency do not detect long-term hobbies, to absorb the game. According to N. D. Sokolova, normally developing children of five, six years can play for an hour. Preschoolers with intellectual insufficiency of the same age - no more than 20-25 minutes.
In the game, children receive experience of public behavior in the peer environment, practically absorb moral norms and rules, attach to the life of surrounding adults, have the opportunity to show more than any other activity, activity, independence. Special place occupied plot role-playing games. In these games, preschoolers reproduce all that they see around them.
Children do not have the desire to enter into speech and personal contacts, exchange impressions, negotiate the content of the upcoming joint activity. Persener does not act as an object of communication. As a rule, the relationship between children with intellectual insufficiency is reduced to the surface, unstable interaction, the guys prefer to play alone. Even at the age, transition from preschool to school, they can not be deployed joint game, build partnerships, they play "nearby, but not together"
Characteristic of children with intellectual insufficiency is to perform gaming actions without speech accompanying. As a rule, they act, silently, sometimes literally repeat the words and gestures of an adult, imitate his facial expressions and intonation.
Without special training, verbal regulation of children can only be observed in the form of speech accompaniment - the most initial, elementary form. Children are capable only to accompany their own speech actions, verbally fixing the finished result.
Limitment of life experience due to violation cognitive activity leads to the fact that until the end of stay in children's garden Preschoolers with impaired intellect formed an insufficient volume of knowledge about life, activities and relations of people. As a result, the plots of children's games are very poor, do not reflect their own cognitive, emotional and personal experience. As a rule, they appear only by the end of preschool age, but some children do not rise to the level scene game. They unfold short chains of gaming actions, which are also distinguished by uniqueness.
It is very difficult for such children to be consistently performing game action, so they allow for a long time to disrupt their order in the chain, which suffers from the logic of gaming actions. Playing, children reproduce individual gaming actions and their chains in the form in which they were offered in the learning process. Therefore, the gaming actions of preschoolers with intellectual insufficiency are distinguished by the template, stereotype.
Specially organized correctional-pedagogical effects significantly changes the picture: the game of children with intellectual insufficiency is progressing in its development, but sometimes underdeveloped its complex forms that are associated with the construction of role-playing development.
Methods of learning a plot-role game of preschoolers with impaired intelligence
Plot-role-playing game as a kind of game activity is a syncretic type of creativity and creates favorable conditions for enriching the development of preschool children. Only in the process of targeted formation, it reaches the level of development that allows it to perform the functions of leading activity.
The game is of paramount importance for the enrichment of child experience, acts as a leading means of correction of deficiencies mental and physical development Child with intellectual failure. Each game is a child communication with adults, with other children; This is a school of cooperation in which he learns to rejoice in the success of the peer, and stealing your failures. Goodwill, support, joyful furnishings of fiction and fantasy - all this contributes to the formation of adequate self-assessment, effective interaction between the child with the world. The game becomes the source not only the development of individual mental functions, but also changes in psyche, in general. It stimulates the development of arbitrary processes, forms elements of self-control.
In this regard, the gaming activity is given a central place in the process of upbringing all children, including children with intellectual failure.
The main means of forming game activity in preschoolers with intellectual insufficiency - training. This is due to the fact that on its own, only in the process of communication with the surrounding people, the child is not able to master those knowledge and skills that are necessary for a full-fledged game. L. B. Barayeva, A. P. Zarin, training is considered as a targeted interaction of the teacher and a child, during which the organization and management of its cognitive and practical activities occurs, ensuring their knowledge, skills and skills, the attitude towards the surrounding reality. Thanks to the learning of a child with impaired intelligence become available different kinds Children's activity.
The process of learning the game of preschoolers with problems in intellectual development is based on the patterns of its development in normally developing children. This follows from the recognition of the communion of the laws of the mental development of a normal and anomalous child. Consequently, in approaches to the process of learning the game of normally developing preschoolers and preschoolers with intellectual insufficiency, as well as in solving specific methodological issues, you can find a lot of general features. These include:
Building a learning process based on didactic principles.
The most important of them:
- The principle of activity and consciousness of the child in the learning process;
- The principle of systematic and sequence in the process of creating knowledge, skills and skills in children;
- The principle of clarity, taking into account the visual-effective and obviously-figurative nature of the thinking of preschoolers;
- The principle of accessibility, providing for the compliance of the formed representations, knowledge, skills and skills age and individual capabilities of children;
- Principle of strength of the formed knowledge, skills and skills;
- The principle of communication of the content of learning with the life and experience of children;
- The principle of the raising and educational orientation of the learning process;
- Principle leader Teacher in the learning process.
We are learning with children ready-made plots of games provided for by the program, strive to cover the whole group on the specified plot. Children do not want to play independently in the "intended" games, but at the suggestion of the teacher they reproduce them. This is due to the lack of interest in children to the plots of games.
An individual and differentiated approach in learning the game of children in a preschool institution is carried out through the widespread use of individual and subgroup forms that make it possible to implement individual correctional educational programs. The main work on the formation of the children necessary for mastering the ideas of ideas about the activities and relationships of people, as well as gaming actions is carried out by an educator and a teacher-defectologist in the process of subgroup and individual playing. They are conducted by subgroups, are planned in the system, they are given a constant time in the day.
The structural simplicity of the content of gaming activity is of particular importance in the process of learning preschoolers with intellectual failure. Structuring the proposed material is a prerequisite for the success of it. In the training programs and education of children of preschoolers with intellectual insufficiency, the limited capabilities of children are taken into account in mastering those or other knowledge and skills. In the process of forming a game activity, children's play actions occupy a special place. Any action, even the simplest, consists of a number of operations. Due to violation of analytical synthetic activities, a child with intellectual failure cannot do this independently. Therefore, in the process of studying it, any action it is necessary to allocate each operation in the chain, attract it attention to it, fixing it with a look and relate it to verbal reinforcements. Only a multiple repetition of such a procedure will allow the child to understand the meaning of individual operations and recall the procedure for their implementation. A similar approach is used in the formation of chains of gaming actions. (doll feeding, wash doll, laying sleeping, etc.).
Due to the fact that in the process of one gaming classesAs a rule, it is not possible to form in children this or that gaming action or a chain of actions, two or more play-classes are required with the same content. Therefore, in the process of training games it is necessary to use a variety of toys, change the conditions for performing actions. It will be some toys on gaming classes from a teacher-defectologist and others - at the educator.
In this way, The process of learning the game of preschoolers with problems in intellectual development should be built, taking into account the patterns of its development in normally developing children. This follows from the recognition of the communion of the laws of the mental development of a normal and anomalous child. At the same time, the process of learning children with the problems of intellectual development as a whole in the game, in particular, has its own characteristics: an individual and differentiated approach, a reduced pace of training, a structural simplicity of knowledge and skills, repetition in training, independence and activity of the child in the learning process. All this must be taken into account in the process of learning children with the features of intellectual development. As well as for the best and rapid assimilation and development of games, it is necessary to enrich ideas in children with intellectual insufficiency about the world around.
Used Books:
- Ekzhanova E.A., Strebelieva E.A. Corrugated - educational training and education of preschoolers with impaired intellect. Guidelines. Moscow "Enlightenment" 2009
- Program of pre-school educational institutions of a compensatory type for children with impaired intelligence. Ekzhanova E.A., Strebelieva E.A. Correction - educational training and upbringing. Moscow "Enlightenment" 2003
For children visiting our institution, violations and persistent underdevelopment of all mental processes are characteristic. Moreover, there is not so much lag from the norm, how much deep peculiarity of development.
The game is a leading type of activity of the preschooler, because it is a source of child's development of this age. In the game, he meets the world around the world, acquires knowledge and skills, he develops perception, dexterity and coordination of movements, thinking, cognitive activity. In the process of communication, social skills are formed, and the dictionary is expanding and enriched, all the functions of speech are developing, ethical and aesthetic norms are being developed.
L.S. Vygotsky said that in the life of the mentally retarded child, as well as his normal peers, should be the "era of the game".
The main reason that burns the timely development of the game from a child with mental retardation (intellectual violations) (hereinafter UO), specialists consider the underdevelopment of the integrative activities of the cerebral cortex, leading to delay in the timing of static functions, speech, emotional and business communication with adults, and in Further, and with peers, during approximate and objective activities.
Section "Game" is given a central place in the program of education and training children of preschool age with developmental impairment, since they have a plot-role-playing game, as such, absent. Even after five years in the game with toys, such children prevail procedural actions. The game has stereotype, the formality of actions, there is no idea, there are no plot elements.
We consider role-playing game as a form of organization of the educational process. "The role-playing game is managed, its educational character is undoubted. Application of the role-playing learning - a bright example of biblosity when pedagogical goal hidden and acts in a veiled form. " And in order to include the plot-role-playing game in the educational process, it is necessary to conduct multi-stage work on the preparation of children with disabilities to such activities.
In the paper stand out 3 blok.
I.. Diagnostic block
Stage 1 - Studying anamnesis, conversation with parents.
2 Stage - Examination of the motor sphere.
3 Stage - Examination of the emotional-volitional sphere.
4 Stage - research of mental processes (with a psychologist).
- level of memory development;
- level of attention of attention;
- features of the person;
- patterns of comparison and generalization;
- Level of speech and communication.
II.. Organizational and practical (correctional-developing)
1. Preparation:
- Planning games, discussion, work with colleagues, narrow specialists and doctors;
- selection of form, content and time of the game;
- Special selection of toys, subjects of substituents corresponding to the intellectual and speech capabilities of children;
- differentiation of game assignments, depending on the main diagnosis of children;
- Selection of games, taking into account the motor pathology of children.
2. Holding the game:
- verification of hygienic requirements for gaming equipment, taking into account safety;
- gaming classes (for example, "with good morning, doll "," put a doll for a walk "," I will lay a doll to sleep ");
- joint gaming activity;
- independent gaming activity of children;
- Individual and differentiated approach in the distribution of roles, taking into account the psyche of children (deficenable, dezadapted, torpid, etc.).
For a weaker group of children, games are used by themes: "Dressup", "Featuring", "Sleep", "Hair Care", "Bathing", "Hospital", "Construction", "Theatricalization".
For children with a higher level of development or as progress, the plot circle expands, games are added by themes: "Entertainment, Leisure" and "Shop", as the games of these sections are more complex.
At the first stage We are limited to the minimum number of actions, characteristic attributes, accessories, etc.
In the second stagegaming actions are added: knowledge of objects, professions, characteristic behavior, etc. expands.
In the third stageAfter observing, excursions, viewing pictures, viewing video materials, conversations, other actions are played, the possibilities of the game are expanding.
In order to further form the ability of children to reincarnate in the image of game characters and directly move to the plot game, at the fourth stage Children are appointed adults to the appropriate roles, as well as more complex actions are played.
Due to the fact that for each plot, it has developed gradual complication and an increase in the number of actions, respectively requires an increase in the number of toys used and attributes. Changes and picking gaming corner.
As an example, consider the "Clothing" sector.
At the first stage We learn to wear headwear doll, shoes; Stroke the toy iron. For classes, it is required: a table and a chair for a child, dolls, hats, various shoes (without shoelaces), iron, fabric.
In the second stage In connection with the increase in gaming actions (skirt dressing, trousers, pantyhose, apron; washing and cleaning clothes) the number of attributes increases. A wardrobe is added, shoe shelf, ironing board, skirts, pants, tights, socks, clothing brush. For washing: pelvis, soap, rope, clothespins.
In the third stage Children learn to wear and shoot dresses and upper clothes, buttoning buttons, hang clothes on her shoulders, clean shoes. Holders are added to the game corner, outerwear (coat, jackets, scarves), shoe brushes, cream jar, shoe spoon. For development small Motoriki and self-service skills big dresses For dolls, there are large loops of thick braid on dresses.
At the fourth stage Children put on their own doll for a walk and go to walk with her. In the game corner are added stroller (winter sledge) and objects for the game on the street. Changing the game corner is provided for each plot.
III. Analytical block
Work in this block involves the final diagnosis in all areas of development and correction of the gaming activities of preschoolers with mental retardation (intellectual violations): a motor and emotional-volitional sphere, mental processes.
It should be noted that not all children are able to master the skills corresponding to not only the third and fourth stages of the development of gaming activities, but sometimes the first stage cannot be mastered due to the severity of the defect. But such children invariably connect to the actions of peers, using and under the guidance of teachers, performing the necessary operations allowing you to adjust and develop their game activities.
Analysis of the effectiveness of the correctional impact in the system of work on preparing children of preschool age with mental retardation (intellectual violations) to master the skills of the plot-role-playing game showed that the positive dynamics in the development of gaming activities, speech, communication, common and shallow motility, to one degree or another , It is observed in 100% of children who regularly visiting the group.
Bibliographic list
1. Raising children in the game: a guide for the tutor's children. Garden. 2nd ed., Pererab. and additional / comp. A.K. Bondarenko, A.I. Matusik. - M.: Enlightenment, 1983.
2. Vygotsky, L. S. Game and its role in the mental development of the child / L.S. Vygotsky // Questions of psychology.-1966.-№6.- S. 35-38.
3. Gavrilushkina, O. P. Education and learning mentally retarded preschoolers / O.P. Gavrilushkina, N.D. Sokolova.- M.: Enlightenment, 1980.-360c.
4. Game of the preschooler / edited by S. L. Novoselova. - Moscow: Enlightenment, 1989. - 82c.
5. Kalinchenko A.V. and others. Development of game activities of preschoolers. - M., 2004.
6. MENZHDERITSKAYA, D.V. Educator about the children's game: a guide for a kindergarten teacher / Ed. TA Markova. - M.: Enlightenment, 1982. - 230C.
7. Mikhaylenko, N.Ya. Pedagogical principles of the organization of the story game / N.Ya. Mikhailenko // Pre-school education. – 1989. – № 4.
8. Features of gaming activities in mentally retarded children.
The role of the game in the development of children with impaired intellect
The game is although not the predominant, but leading activity in preschool age. It contains all development trends, is a source of development. The development of the child's thinking is directly related to the game. Comparison of the stages of the formation of mental actions with periods of development of gaming actions gives reason to believe that the development of thinking in a child is directly related to the game. In the game there is an active socialization of the child, operating with the knowledge and skills, which are specified, are enriched, secured.
Of fundamentally important and relevant for special pedagogy and psychology is the question of forming gaming activities in children with intellectual impairment. The game in the life of a preschooler with intellectual violations should be leading activities, to provide the zone of its nearest development, to influence the development of all mental processes and functions, as well as the person as a whole. The game contributes to the development of the cognitive activity of the child, the development of thinking, speech, the development of emotional-communicative relationships.
Studies of this problem were engaged in well-known teachers and psychologists: L.S. Vygotsky, D.B. Elkonin, A.R. Luria, A.N. Leontyev, S.L. Rubinstein, A.V. Zaporozhets, E.A. Strebelheva, O.P. Gavrilushkina, N.D. Sokolova and others. In their works, they pay attention to psychological aspects Games and its importance in the development of a child with intelligence disorders.
In psychology and pedagogy, the ideas of the wide use of the game in the process of raising children are dominated, which is associated with its determining value for the formation of the most essential mental entities. Their appearance prepares the transition of the child to the new, the next stage of development. The game occurs at the turn of early and preschool age. In children with intelligence violations, the need for the game occurs only under the influence of training and is especially pronounced by 7-8 years of life, when children master the diverse knowledge of the surrounding reality, the activities of people and their relationships, acquire gaming experience.
L.S. Vygotsky emphasized that under the influence of the game, in the process of which real objects are replaced by toys, and real actions - the actions of gaming, the child develops the ability to reproduce certain parties with reality with different ways Its notation (visual symbols, images, words).
D.B. Elkonin Following L.S. Vygotsky presented the basic provisions of the game concept:
1. The game occurs when the unrealizable immediate trends appear and at the same time the trend on the immediate realization of desires remains characteristic of early childhood.
2. The central and characteristic of gaming activities is the creation of a "imaginary situation", which consists in taking the role of an adult, and implementing it in the gaming atmosphere created by the child himself.
3. Any game with the "imaginary" situation is at the same time the game with the rules, and any game with the rules there is a game with a "imaginary" situation. Rules in the game are the rules of the child for himself, the rules of internal self-conformity and self-determination.
4. In the game, the child operates with the values \u200b\u200btorn off from things, but relying on real actions. In the game of everything internal processes Dases in external action.
5. The game creates such situations that require action to the direct impulse from the child, and not the line of the greatest resistance.
6. The game is although not the predominant, but leading activity in preschool age. It contains all development trends, is a source of development, ensures changes in the needs and changes in general consciousness.
The game develops a function of substitution and notation, which then in more complex forms is carried out using the word in the process of verbal and logical thinking. Therefore, the game is of paramount importance for the formation of specifically human thinking processes, as well as the volitional regulation of human actions.
A great contribution to the development of ideas about the game as activities contributed by S.L. Rubinstein, who drew attention to the following features of the game:
The game is meaningful.
The game expresses a certain attitude of the person to the surrounding reality.
The essence of the game consists "in the ability, displaying, transforming reality." This contributes to the emergence of the child the need to "influence the world."
The motives of the game are in the experiences meaningful for the child.
Gaming actions should express the meaning of action prisonered in the motive, attitude to the goal.
In the game, there is the possibility of replacing some objects by others. These features of the game determine the possibility of its transition to an imaginary situation.
Everything that the game lives and that it embodies in action, it draws out true. The game goes beyond the same situation, is distracted from some sides of reality in order to reveal others even deeper in the effective plan.
The value of the game for the development of individual mental processes and functions, as well as the identity of the child as a whole is based on its relation to the role. Taking on the role, playing her, the child is not just "transferred to someone else's person, he expands, enriches, deepens his own personality." In the game, the child is experiencing real, genuine feelings. Playing, he embodies his own feelings, desires, ideas.
The following elements can be distinguished in the game structure: motive, theme, plot, game action, playing role, imaginary situation, gaming material.
The formation of the person's personality occurs due to the game.
The game affects the behavior of the preschooler, it creates optimal conditions for mastering the child arbitrary forms of behavior. The arbitrary behavior whose origins lie in mastering the child arbitrary movements in the process of elementary games, continues to effectively form in plot games. The role whose psychological mechanism is undoubtedly associated with the special motivation of the activity, rebuilds the behavior of the child, he begins to control himself. Following the role-sample, the child suppresses the momentary motivations and desires, obeys the reference of the behavior, which is dictated by the role.
In psychology and pedagogy, the ideas of the wide use of the game in the process of raising children are dominated, which is due to its determining value for the formation of the most essential mental entities. Their appearance prepares the transition of the child to the new, the next stage of development.
Gaming activities are considered as the leading activities of preschool age. It contributes to the development of the cognitive activity of the child, his thinking, speech. The game forms such age-related neoplasms as regulation of behavior, the ability to act in the inner plan. The game provides conditions for the formation of prerequisites for training activities. It has been established that the formation of the identity of the child is due to the game.
In the process of communicating a child with adults and accumulation of life experience, not only the world of objects opens, but also the world of human relations. Human relationship is difficult to reproduce alone, the child comes into collective games.
The game occurs at the turn of early and preschool age. It grows from objective activities and communication of children with surrounding adults, which create the following prerequisites for the role-playing game:
Use by the child in the game of substituent items and the recording of them in accordance with their game value;
Mastering the child with a complex organization of actions built into a chain, which reflects the logic of valid, life relations observed in the activities of people;
Mastering the child with generalized actions that are separated from specific examples;
The presence of the child's ability to correlate its own actions with the actions of adults and the appearance of attempts to call himself the name of an adult, take on the role of an adult (mother, dad, driver, etc.);
Acquisition of relative independence from the surrounding adults.
The initial motive of the child's game is a gaming effect, which arises based on the developing need to master the substantive world. Gradually, in the game, the child begins to see in the subject not only what a person belongs to him, but and what relationships arise between people about the use of this subject. Thus, the motive of the game becomes possible to interact with other participants of the game.
In the role-playing game they get great satisfaction from emotional experiences.
It has been established that the development of the role-playing game comes from household plots to production and heroic-romantic.
Games for household scenes - in the family, visit, on birthday.
Games for plots from the life of children - to school, in kindergarten, to theater.
Professional plots - doctors, teachers, drivers.
Games for heroic-romantic plots.
Together with the heroes from their favorite films, children travel, enter the fight with the enemy, are painstaking research.
The game is a means to establish an atmosphere of mutual understanding and goodwill between children and teacher.
Several stages are allocated in the mastery of playing actions:
At the first stage, there is mastery of objective gaming actions with plot-shaped toys;
At the second stage, there is a transition to gaming actions with substituent subjects and with imaginary objects;
At the third stage, there is a generalization, the turning and transformation of such actions into the index gesture towards the toy;
At the fourth stage, there is a designation of acquaintances in a word without directly fulfillment.
The development of the game of a child of preschool age is as follows: from the plot games with an open role, an openly imaginary situation and a hidden rule for games with a hidden imaginary situation, a hidden gaming role and open rule. Games with rules grow from role-playing games with an imaginary situation, and the rules are from the role.
In violation of mental development, slow motionability and weak curiosity of the child are the main and leading adverse factors, i.e. His bad susceptibility to the new one. This is internal biological ("nuclear") signs of mental backwardness.
Since mental retardation arises due to the defeat of the central nervous system (mainly the bark of large hemispheres of the brain) at different stages of the intrauterine development of the fetus or in the initial period of the child's life, knowledge of features early Development Children with intelligence impairment is very significant for understanding the entire mental development.
In children with intelligence disorders, there is no interest in toys for a long time. It does not occur timely transition to communicating with adults based on joint action with toys. Children in the first year of life do not differentiate "their" and "other people" adults.
Trends in the development of a child with intelligence impairment are the same as normally developing. Some violations are a lag in mastering subject actions, lagging and rejection in the development of speech and cognitive processes - is largely secondary. For right organization Life, perhaps earlier than the beginning of special training, many development defects can be warned.
A known leap occurs in 3 years, further development is based on the level that was achieved before.
In preschool age, the child is normal there are great changes in all mental development. It enhances its cognitive activity - the perception of visual thinking is developing, a fracture of logical thinking appears. The growth of cognitive opportunities contributes to the formation of semantic memory, arbitrary attention.
New activities appear: the game is the first and main type of joint activities of preschoolers; Fine, constructive activity - the first types of productive activities of the child; Elements of work.
There is an intensive development of the child's personality. The formation of will begins. The child, absorbing moral ideas, forms of behavior, becomes a small member of society.
By the end of the preschool age, a readiness for school learning appears.
The basis of mental development is mastering different species Cognitive approximate actions, and the main place among them occupy perceptual and mental actions. For children with disorders of intellect, preschool age is only the beginning of the development of perceptual action. Based on the child's interest in the subjects, the toys begin to familiarize themselves with their properties and relationships. The fifth year of life becomes a turning point in the development of a child's perception with intelligence impairment. Children can already make a choice of pattern (in shape, color, magnitude). Individual children have promotion in the development of holistic perception. By the end of the preschool age, a few mentally retarded reaches the level of development of perception, from which children normally begin preschool age. In children with impaired intellect, the development of perception occurs unevenly. The learned standards turn out to be unstable, vague, there is no transfer of the learned method of action from one situation to another. Thus, for children with intellectual impairment, a large lag in the deadlines for the development of perception, a slowdown pace of development. They are late and often incompletely a combination of perception with a word, and this, in turn, delays the formation of ideas about the surrounding world.
Children with impairment of intelligence entering special institutions are significantly different from their normally developing peers. They have normal visionBut do not know how to see, have a normal rumor, but do not know how to hear. That is why they do not imagine the surrounding items, they can not always highlight the necessary subject among others, do not distinguish the properties of objects (color, shape, magnitude), are not focused in space. By the end of the preschool age, children with intelligence disorders who did not undergo corrective training in terms of the development of perception represent a very inhomogeneous contingent.
Fundamentally important for special pedagogy and psychology is the nominated hp Vygotsky position on the community of laws of the development of a normal and abnormal child. 3, p.159 In the life of a preschooler with intellectual violations, the game should become leading activities, to provide the zone of its nearest development, to influence the development of all mental processes and functions and individuals in general. However, this happens only when special conditions are created for the development of the child and it is included in the process of systematically implemented correctional-educational work, the element of which is targeted formation of gaming activities.
In infant I. early age In children with intellectual impairment, there is an extremely low motor and cognitive activity. It delays the motor, emotional, and sometimes, the mental development of children is delayed in terms of intellectual development problems. Much later than normal children, they begin to hold their heads, sit, crawl, get up, walk. Large difficulties arise when mastered by a child grabbing and holding objects, which are due not only to the originality of the development of movements, but also the lack of a long time of the estimated reaction.
Much later than normally developing peers, children with intellectual disorders begin to allocate a mother from among those around people and establish emotional contact with it. Only by the end of the first - the beginning of the second year of life there is their emotional communication with adults, which is a prerequisite for cooperation required for mastering object activities.
Low Development spectatic perception, motor and visual-moving coordination is constrained by the process of mastering the rigging subject actions. Such children find a significant helplessness in the world of surrounding items, do not know their appointments, do not own ways of action, do not seek their knowledge. They have a low readiness to establish emotional-communicative relationships with adults, a weak desire to establish emotional contact, find ways to communicate with adults, inability to attract them to joint activities and coordinate with them action.
Most children find a weakly pronounced and unstable interest in toys, which is low cognitive activity. These children have no favorite toys and they begin to perform game actions with those toys that are currently entering their field of view or who attract their external speciesand not the opportunity to implement a concrete plan, as it takes place from normally developing children 2-3 years of life. Interest is short-term, unstable and baby quickly throws a toy.
Along with the manipulations, there are and procedural actions consisting in the fact that the child continuously repeats the same combination of actions (removes clothes from the doll and puts it out again). This suggests that there is no idea in the game. The actions performed are poor, stereotypes, formal and do not have an appearance. They are not accompanied by speech and any emotional reactions, mechanically performed.
Up to 5-6 years remains unformed target component of the game. Their actions have no meaningful and targeted nature, there is no specific goal. And only by 7-8 years under the influence of long-term training, some children are formed by the ability to put a goal in an independent game and prepare everything you need to achieve it.
Preschoolers with problems in intellectual development for a long time do not detect the need for the game. They do not attract the opportunity to act with toys, build contacts with adults and children on this issue. Left alone with toys, they can sit far enough without a while, or perform some monotonous actions, or just swinging from side to side.
The need for the game occurs only under the influence of training and is particularly pronounced by 7-8 years of life, when children master the diverse knowledge of the surrounding reality, the activities of people and their relationship, acquire gaming experience.
Mostly, senior preschoolers show an unstable interest in the game, they do not have a deep absorption of the game. The limitations of life experience due to the violation of cognitive activity leads to the fact that until the end of the stay in the kindergarten in children does not form a sufficient volume of knowledge about life, activities and relations of people.
Children with intelligence impairments rarely perform the initiative to play. The game is planned only under the guidance of a teacher who clarifies the procedure for its flow. This order is fully and unconditionally accepted and is almost performed.
Before the start of school age, the game actions of children are unnecessary detailed. Their games are not observed, as it takes place in normally developing children, replacing individual actions in a chain in a word or symbolic gesture.
Preschoolers are capable of reflecting the process of people's activities in their games, and not their relationship, which is typical of normally developing children. Relations arising between people in the process of their activities are rather distracted and hidden from direct perception. A child can take action with the subject. They become the property of his life experience.
To implement his gaming plan, a normally developing child can use anyone surrounding it. Preschoolers with intellectual violations even after training tend to use toys that are a copy of real surrounding items. The function of substitution is spontaneously not formed. Children need to learn using various items in other functions and apply them in games. Inability to use substitute objects, due not only to the originality of their cognitive activity, in particular the concreteness of thinking, underdevelopment of imagination, and in the process of learning the game, these items changed not enough.
In the process of the game, the child enters into real and role relations with its other participants. Difficulties are found in role-based communication. Children are not very motionable, do not know how to ask questions and respond to them in accordance with the role, waiting for tips from the teacher.
The absence of its own emotional experience and insufficient pedagogical impact prevent the full penetration of the child into the role, deplete the game image created by it.
In independent games, children rarely interact with each other, although some of them are affected by affection for individual peers. The interaction begins mainly at the request or advice of the teacher, which suggests its possible options.
Preschoolers with intelligence disorders do not show in games of creativity and initiatives.
Watching independent games of children, you can note instability game Topics. Children attracts the procedural side of the game.
The game is of paramount importance to enrich children's experience, acts as a leading means correction of the shortcomings of the mental and physical development of a child with problems in development. It allows the child to penetrate the world of social relations, stimulates the development of subject, cognitive, labor, visual, constructive, elementary learning activities, thus providing comprehensive identity development.
After 5 years, the children are increasingly occupied by procedural action. However, the genuine game does not occur. There is a stereo, formal actions, there is no idea, there are no plot elements. Children do not use substituent items. The replacement function in these children does not occur. It does not develop in their game and the speech function: they do not only have a planning or fixing speech, but, as a rule, accompanying.
Without special teaching the leading activity of the child with intelligence impairment by the end of the preschool age, there is no gaming, but the subject.
The initial task of the pedagogical team is to create conditions for the development of gaming activities. Here is important to the device of a game corner in a group room. Its equipment should take into account the age interests of children and comply with the tasks of the development of gaming activities. The training of the game is carried out in special occupations and in a specially designated time for a free game, for walks.
At the initial stage of learning, it is important to create an emotional attitude towards the toy and this gaming situation Through interaction with adults, as well as form the approximate activities of children. To this end, the first classes are held on the playfulness of didactic and plot toys.
The next task of learning the game is the assimilation of the children's logic development logic, so that the children understand the pattern of development of a gaming action, which is one of the actions is preparatory to the other.
The main means of forming gaming activities in preschoolers with problems in intellectual development is training. Training We consider as a targeted interaction of the teacher and the child, during which the organization and management of its cognitive and practical activities occurs, ensuring their knowledge, skills and skills, the attitude towards the surrounding reality.
The process of learning the game of preschoolers with a violation in the development of intelligence is based on the patterns of its development in normally developing children. This follows from the recognition of the general laws of the mental development of a normal and abnormal child.
The game learning has its own characteristics: an individual and differentiated approach, a reduced pace of learning, a structural simplicity of knowledge of knowledge, recurability in training, independence and activity of the child in the learning process.
An individual and differentiated approach in teaching the game of children is carried out through the widespread use of individual and group forms that make it possible to implement individual correctional educational programs developed for each child.
The active activity of the child is the leading factor of his mental development. It is in active activity that the child masters ideas about himself, about the surrounding reality, skills and skills associated with different types of activities available to it. In children with problems in the development of intelligence, in the early stages of ontogenesis, a decrease in cognitive activity and lack of interest to the world around us. Children need permanent activating stimulation from outside. As such a means there is a learning process. A special role belongs to practical, visual methods. In the first stages, the joint action of the child and the adult is of great importance, the execution of actuator acts, according to the sample. The verbal instruction and actions of children on their own design is used at the fixation and repetition phase. This makes it possible to attract attention, cause interest from a child, to establish a positive emotional contact between an adult and a child, gradually developing into cooperation, which becomes a necessary condition for the development of the child.
Mental processes in children with problems in intellectual development flow slowly. The slowdown formation of individual gaming actions leads to the fact that the child is not enough for one tutorial. In the process of one game lesson, as a rule, it is not possible to form this or that gaming action or a chain of actions is required to conduct two or more game activities with the same content.
Repeability in training involves providing conditions for transferring knowledge, skills and skills to new situations, on a new content, so the transfer must be trained.
For the most successful training, the game needs to be conducted in the complex. An integrated approach to the training of a plot-role-playing game involves close relationship with the development of speech, the formation of ideas about themselves and the surrounding natural and social world, drawing, modeling, applique, manual labor, forming mathematical representations, formation of cultural and hygienic skills and self-service skills.
The game is of paramount importance for the enrichment of children's experience, acts as a leading means correction of the shortcomings of the mental and physical development of a child with problems in intellectual development. It allows the child to penetrate the world of social relations, stimulates the development of subject, cognitive, labor, visual, training activities, in such a way, the comprehensive development of his personality.
Bibliography:
Barayeva L.B., Bagzhokova I.M., Boykov D.I., Zarin A.P., Training of children with pronounced underdevelopment of intelligence: programs, guidelines. Pskov: Pipincro, 1999, 406 p.
Barayeva L.B., Veverkanova I.L., Zagrebaeva E.V., Zarin A.P., Theatrical Games - Classes with children with problems in intellectual development. St. Petersburg: Union, 2001, 128 p.
Barayeva L.B, Zarin A.P. Training a plot-role game of children with intellectual development problems. St. Petersburg: Union, 2001, 414 p.
Raising children in the game. Cost. Bondarenko AK, Matusik A.I. M.: Enlightenment, 1983, 192 p.
Vygotsky L. S. Children's Psychology // Sovar. So.: at 6 tons, t. 4. M.: Pedagogy, 1984, 480 p.
Gavrilushkina O.P., Sokolova N.D. Education and learning mentally retarded preschoolers. M.: Enlightenment, 1980, 72 p.
Zhukovskaya R. I. Education of the child in the game. M.: APN RSFSR, 1963, 319 p.
Zhukovskaya R. I. Game and its pedagogical meaning. M.: Pedagogy, 1975, 111 p.
Kataeva A.A., Strebelieva E.A. The role of the didactic game in the correctional-educational process. M.: Enlightenment, 1991, 205 p.
Kravtsova E.E. Wake up a wizard in a child. M.: Enlightenment, 1996, 98 p.
Lublin A.A. Teacher about the psychology of the younger schoolboy. M.: Enlightenment, 1977, 113 p.
Mikhailenko N.Ya., Korotkov N.A. Game with regulations in preschool age. Ekaterinburg: Business book, 1999, 137 p.
Mikhailenko N.Ya., Korotkov N.A. Organization of a story in kindergarten. M.: Gnome, 2000, 96 p.
Rubinstein S.Ya. Psychology mentally retarded schoolboy. M.: Enlightenment, 1986, 192 p.
Guide to children's games in preschool institutions / Ed. M.A.Vasilieva. M.: Education, 1986, 109 p.
Slepovich E.S. Gaming activity of preschoolers with a delay in mental development. M.: Pedagogy, 1990, 97 p.
Sokolova N.D. Gaming activity mentally retarded preschoolers. M.: Education, 1993, 111 p.
Without special training, the game of mentally retarded preschoolers cannot take a leading place and have an impact on mental development. In this form, the game is not able to serve as a means of correction and compensation for defects in the development of an anomalous child.
Mentally backward preschooler interest in the game, teach him to play and try through the game to influence its mental development - target teacher-Defectologist of a special pre-school institution.
Section "Game" is given a central place in the program of education and learning mentally retarded preschoolers.
This emphasizes the primary importance of this activity to solve the defectologist facing the teacher tasks:
ü enrichment children's Development,
ü correction and compensation for various defects of the child's psyche with impaired intellectual development,
ü Preparation for school training.
It is known that the playing activity of a child is multifaceted, but most importantly, the plot-role-role games are given among them. This type of games will embody the essential features of the game as an activity.
In plot games preschoolers:
§ reincarnate in interesting characters for them,
§ act in the gaming imaginary situation
§ Operate with many diverse toys and their substituents.
Children create their own world on the basis of imagination, live and act in it as they can not in real reality. The main point of the plot game is to reproduce the activities of adults, their relationship. Through the game there is a cognition of a preschooler of various spheres of human activity, they are mastered by a variety of ways to communicate people with each other. Given the special significance of the game for children's development, the program has a special emphasis on the phased formation in the mentally backward child of the complex mechanism of the plot role-playing game.
Preschoolers with problems of intellectual development for a long time do not detect the need for the game. They do not attract the opportunity to play with a toy, build contacts with adults and children nearby. Remaining one on one with a toy, children can sit idle for a long time, perform monotonous actions or just swinging from side to the side, getting pleasure from it.
Including in the game under the influence of an adult, they do not show interest in it and to toys and act indifferently, inactively, obeying the requirements of an adult.
The need for the game arises only under the influence of training and is clearly manifested in the 7-8th years of life, when children have a variety of knowledge of the surrounding reality, activities of people and their relationships, acquire gaming experience. Children themselves are trying to play, willingly turn on to the games offered by adults and other children.
At this age, selective interest in toys appears, favorite toys appear. Some children have interest to remain undifferentiated, and when a set of toys are offered, in which they also include new and familiar toys, they prefer new, although they do not always adequately act with them. The moment of viewing can be seen only in some children. Most emotionally react to new toys, but after a brief action, they lose interest with them.
Before the teacher defectologist is set a task:
§ gradually introduce a mentally backward child in world of Games,
§ to train it with a variety of game techniques,
§ Use various means Communication with peers.
In order for the mentally backward child, a desire to play along with children, it must be prepared.
The program in the "Game" section allocated the corresponding subsections (didactic game, a mobile game). For each year of study, a concrete list of mandatory games is offered.
Special classes on didactic and rolling games in accordance with the schedule holds a tutor with children. The teacher-defectologist necessarily uses didactic games and fragments of them as a method of studying at various classes:
ü on the formation of elementary mathematical representations,
ü familiarize yourself with others
ü in the process of individual classes.
Given the need of children in movements, the need for "discharge" during long-term occupations at the table, the teacher-defectologist applies fragments of mobile games, introduces elements of movements and actions.
Section "Game" includes three directions :
ü learning plot-role
ü movable
ü didactic games.
Most senior preschoolers with intellectual insufficiency show an unstable interest in the game. This is expressed in the fact that they have no deep absorption by the game. Random stimuli distract their attention, lead to its cessation and destruction. For a long time, the game remains one of the forms of satisfying the need for motor activity. The nature of the motor activity does not always correspond to the gaming situation. Nr, in the game "Doctor" when it is necessary to behave calmly and quietly, waiting for his turn on reception, some children run, grab the toys.
Many senior preschoolers have vividly pronounced violations of the coordination of common motility, which could affect the participation of the child in the game. But disorders of shallow motility and visual-motor coordination make it difficult to clearly perform game action.
Until the end of the stay in Dow, children are not formed enough knowledge about life, activities and people due to limited life experience and violation of cognitive activity. Therefore, the plots of games are poor and do not reflect the essences of the activities and relations of people who a child cannot not only understand, but also see. Only in the process of long-term training, children master the knowledge system that helps them on the elementary level into the essence of adults. This refers to the activity that the child can see (visit the doctor in the clinic, shopping in the store, etc.).
Children in the senior preschool age with impaired intelligence rarely protrude with the initiative to play. The initiative comes only from the teacher who manages the game, explains the rules. This order is fully accepted and accurately executed.
In the process of learning, mentally retarded children are seized by different playing actions. In games, familiar children, they follow the plan, which reflects the logic of the development of the plot. But this plan from the game to the game does not undergo changes. Children perform the same actions in a strictly learned sequence. Therefore, we can say that these games are template and stereotypes.
The consistent implementation of several actions is difficult for children with problems of intellectual development, so a long time can be observed actions in a logical chain. Nr, in the game "Doctor" the doctor first makes the injection, and only then asks the patient about his well-being. In addition, children often forget that you need to do next and wait for tips from an adult.
Before the start of school age, children are detailed. They are unnecessarily detailed, very accurately repeat the actions of people. The games do not have a replacement of actions in a chain by a word or symbolic gesture. At the end of the preschool age, the child begins to show interest in the tools and subjects associated with the type of activity of an adult. It is attracted to the process of using these items. Therefore, your own deployed actions bring great satisfaction.
Preschoolers with intellectual insufficiency are capable of reflecting the process of people's activities in their games, and not their relationship, which is characteristic of children of the same age in normal. This is explained by the fact that the relationships that make up between people in the process of their activities are hidden from direct perception. Acting with objects, a child may experience positive emotions. They are the entrance to his life experience specific knowledge and skills that the child acquired in the process of active activity becomes more durable than knowledge and skills of a generalized nature.
To implement the gaming plan, the child can normally use any surrounding items. The ability to apply substitute items appears to the beginning of preschool childhood. Preschoolers with problems in intellectual development and after special training tend to use toys. The replacement function is not formed spontaneously. Children teach using various objects in other functions and apply them in games (cube soap, table, chair - motorcycle, horse, etc.). Invulsion to use substitute objects, due to the originality of cognitive activity, the concreteness of thinking, underdevelopment of imagination and the fact that in the process of learning in the game these items were not applied enough.
As studies show, already in the younger preschool age, it is possible to introduce substitute items when teaching children with intellectual development disorders.
Children, playing, do not accompany the play actions by speech. It is difficult to master the speech content, without which the plot-role-playing game is impossible. In independent games, they use learned phrases and do not contribute additions and changes. The manifestation of creativity in this case can be perceived as an indicator of the child's intellectual preservation.
Only in the senior d / in children with problems in intellectual development begin:
· Denote the role of the word (I am a doctor. I am a chauffery, etc.),
· Understand her
· Perform a number of actions.
At the end of the preschool age, they cannot independently take on the role and act in accordance with it until the end of the game. Therefore, the adoption of the role occurs under the leadership of the teacher, which helps children recall the sequence of the development of the plot and the actions committed by the character, and himself takes part in the game. Then most senior preschoolers take on a role and act in accordance with it until the end of the game.
Children with intelligence impaired, as the children normally can give preference to a specific role. Attractive are the roles where you need to fulfill a clearly defined role (cashier, seller, doctor, nurse). The roles are less active in popularity do not use, because They are more complex for execution. In the absence of life and gaming experience, children do not know how to reveal the role of the buyer, the patient, etc.
In the process of the game, the child enters into real role relations with its other participants. Real relationships prevail in their games. The performance of the role in the game is associated with the nature of the actions performed than with the observance of the role-playing relationships. Therefore, the child often refers to the partner in the game, as to the seller (doctor), then as in Pet, Seryazh, Masha. The difficulties of role communication are found. Children are not easily motionable, do not know how to ask questions, answer them in accordance with the role, waiting for the teacher's prompts.
In independent games, children rarely interact with each other, but some of them appear attachment to individual peers. Kids begin to interact basically at the request of a teacher who helps children. The emerging unions are small (2-3 people), unstable, situational.
The teacher should pay attention to the long-term execution of the main game action, because Children are characteristic of a "jam" on one action.
Despite the originality and poverty of the game of children with problems in intellectual development, to the eldest D / in all they enjoy the game, and above all of the action with toys. This is manifested in general revival, smiles, gestures. Children attracts the procedural side of the game, like the younger normally developing preschoolers. Watching the games of well-trained children can be said that they are "automated", concentrated on the operating (subject) side of the activity.
In games, there is rarely crying and laughing "Ponaroshka", intonation are smooth, there is no place for feelings. Moms are indifferent and thoroughly feeding children, drivers impassively carry passengers, sellers are indifferent to buyers, and doctors are neutral to patients. Attentive teacher should be alarmed such an alignment spirit of the game, its emotional poverty.
It can be said that the development of the identity of the preschooler with intellectual insufficiency, which were purposefully formed by gaming activities, is more successful than that of non-requested peers.
Under special conditions correctional workThe game of preschool children is able to carry out functions of leading activities.
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Kutishova Elena Nikolaevna
MDOU "Kindergarten №91 compensating species" about. Saransk
Position: Educator
Phone: 89271715361
Email: [Email Protected]
Topic: "Psychological and pedagogical foundations of training in a plot-role-playing game of preschool children with intellectual impairment"
One of the main factors for the development of a person's personality is activities. Each stage of human development corresponds to a certain type of leading activity, which at this stage of development has the most decisive effect on changes in his mental processes and psychological features Personality.
During the preschool childhood, the leading activity is the game. This is due to the fact that the game has a multifaceted effect on the mental development of the child. In the game, children seize new knowledge, skills, skills, improve their speech. Only in the game are mastered the rules of human communication. It allows you to form moral and volitional qualities of the child. Speaking of a normally developing child, all this seems to be something natural, originally inherent in childhood and not requiring any educational efforts. But the process of developing the game in children with intellectual insufficiency is absolutely different.
The underdevelopment of game activity in children with disorders of intelligence turns out to be "programmed" in early childhood. The reasons for this is the low level of cognitive activity, lagging in the timing of mastering functions, subject actions, speech, emotional and situationally business communication with adults.
Preschoolers of this category long do not detect the need for the game. Being included in the game, they do not show interest in its process and toys for a long time, they act indifferently, passively obeying the requirements of an adult. The need for the game arises only under the influence of training and is especially clearly manifested by 7-8 years of life, when most children are trying to play games, willingly be included in the games proposed by peers or adults. At this age, some children have election interest in toys, their favorite toys that they prefer to play are appear.
The training of the game is carried out in special classes that stands in the schedule and in a special time specifically for free game. The topic is often consistent with lexical topics.
At the initial stage of learning, it is important to create an emotional attitude towards the toy and this gaming situation through the interaction with adults, as well as to form the approximate activities of children. To this end, the first classes are held on the bearing of plot toys (hares, dogs, cats, bears), etc. Doll toys are taken by a special place among the plot toys..
As D. B. Elkonin indicates, the doll is the deputy of the ideal friend who understands everything and does not remember evil. Doll is not only a daughter or son for a child, this is a partner to communicate in the game. Therefore, at the initial stage, it is important to form an emotional attitude towards the doll in children, to teach it as a deputy person, and then teach children with specific playing actions with her.
The main task of learning the game is to master the children of the logic of the development of a household plot, so that children understand the pattern of development of gaming action. To do this, under the guidance of the teacher, the child performs consistent gaming actions. Training allows you to teach properly connect the individual game actions into a logically connected chain.
Learned training in plot-role games. The main point is to reproduce the activities of adults, their relationship. Great place is given to games that reflect the work of adults (shop, hospital, hairdresser).
For plotting games requires training pupils. Initially, their ideas about each profession are formed, the corresponding attributes for the game are prepared. In the process of holding the game, the focus is on learning children to subordinate their behavior of the role he took over. After each game, you must have a conversation. What did they play? Who was who was? What have you been doing? etc.
In the process of learning, children master the various game actions and different variants of their chains, which is necessary to deploy the plot-role games. The consistent implementation of several actions is very difficult for children of this category, therefore, for a long time, they allow violations of the order of action in the chain. For example, in the game "Doctor" some children first make injections and only after that ask a patient about his complaints. Often, forget that you should do and wait for tips from an adult. In the process of independent games, preschoolers with impaired intelligence reproduce individual gaming actions and their chains in this version, in which they were proposed in the learning process. Therefore, we can say that they are template, stereotypes. As a rule, the child does not contribute to anything from himself, thereby showing its personality.
Characteristic of children with impaired intelligence is to perform gaming actions without speech accompanying. With great difficulty mastered by speech content, without which it is impossible to flow the plot-role-playing game. In independent games, exploded phrases use without making any changes. Role communication in the process of the game passes stereotypically, with the help of exploded replicas. Creativity in this regard can be an indicator of the intellectual preservation of the child. Therefore, the adoption of the role most often occurs under the guidance of a teacher who not only helps children recall the sequence of plot deployment and the main actions performed by the characters participating in it, but also take part in the game. Even despite the fact that some pupils with disruption of intelligence will not learn to play independently and will need to help adult, it is impossible to assume that time is spent in vain. The main, in our opinion, is that the child comes out of his closed world. He has an interest in the world and activity, in particular, to the game, an understanding is formed, there is a positive emotional attitude towards her and the desire to participate, the need to establish contacts with adults and with peers arise. But even the accuracy of the child's participation in disruption in the game contributes to his mental and physical development.
And so, the game with its proper formation solves the problem of mental, moral, physical and aesthetic development of each child. In games from the first stages of its development, the identity of the child is formed, the qualities that will be required to be required in training activities, in labor, in communicating with people, will provide an opportunity for their early socialization and in the future successful integration in society.
Of all the above, it is necessary to draw the following conclusion that when teaching a plot-role-playing game in children with disruption of intelligence, social activity skills are acquired. Thus, the game becomes an indispensable instrument of integration into society.
Bibliography:
- Raising children in the game: a guide for kindergartens of kindergarten. / Sost A. K. Bondarenko, A. I. Matusik. 2nd ed. - M., 2005.
- Vygotsky L. S. Game and its role in the mental development of the child // Questions of psychology - 1996- No. 6-p.62-76
- Mikhailenko N. Ya., Korotkov N. Ya. Organization of a storyline in kindergarten - M: Gnome, 2000.
- Training a plot-role-playing game of preschoolers with problems in intellectual development / edited by L. D. Barayeva, A. P. Zarina. - St. Petersburg. Ed. Loiouu, 1996.
- Sokolova N. D. Game activity of mentally retarded preschoolers // Pre-school education of abnormal children: a book for a teacher and educator / edited by L.P. Soseka - M: Enlightenment, 1993.
- Usova A. P. The role of the game in the upbringing of children - M: Education, 1976.
- Elkonin D. B. Psychology of the game. M: Pedagogy, 1978.
