3.11. CHARACTERISTICS OF CREATIVE GAMES AS A BASIC KIND OF GAMES OF PRESCHOOL CHILDREN

The concept of "creative game" covers plot-role-playing games, construction-constructive and theatrical. These games reflect the impressions of children about the life around them, the depth of their understanding of certain life phenomena. Freedom, independence, self-organization and creativity in this group of games is manifested with particular fullness. A variety of life events are not copied by children, but are recycled, some are replaced by others, rearranging events. The child in the game - and the artist, and the director, he composes the words and actions of his role, draws scenery, makes costumes, selects toys and materials. Of course, children's creativity in the game is still imperfect, but it allows a deeper understanding of the world around us, gives it some life experience, causes the need to express it in its activities. The joy of creative play transforms children's life, filling it with fabulousness and magic.

The most important condition of the game as a fascinating activity is that the child has knowledge about the objects around him, about events and phenomena of the social, natural world; moreover, conscious learning of knowledge, accumulation of practical experience of using it is necessary.

Plot-role-playing game - the main type of game of a child of preschool age, it has all the main features of the game in its fullest. The main feature of the role-playing game is the presence in it of an imaginary situation, which consists of the plot and roles. The plot of the game is a series of events united by vital motivated connections. The plot reveals the content of the game.

The core of the game - the role is expressed in actions, speech, facial expressions, pantomime. Children play a role selectively, taking on the roles of those adults or children whose actions and actions made a great emotional impression on them. Interest determines both the place of the role in the game and the nature of the relationship: equality, subordination, control. During preschool childhood, the development of a role in a plot game comes from the execution of role-playing actions for role-images. Taken a role gives a certain focus, the meaning of the action with objects.

The plot uses two types of actions: operational and visual “as if”, corresponding to the actions of the role taken.

The plot-role-playing game has specific motives: a common motive is the child’s desire to share social life with an adult; private motive - interest in events, actions with the object, the desire for joint activities, the desire to become the subject of their activities.

With age, the games change, the wealth of plots increases. Conventionally, all plot games can be divided into three groups depending on the plot: domestic games (“Daughters-mothers”, “Birthday”, “Away”, etc.); games on labor themes (“Library”, “Hairdresser”, “Plant”, etc.); games with a public theme ("Parliament", "Demonstration", etc.).

During the preschool childhood development and complication of the game content should be carried out in the following areas:

- strengthening the focus, and hence the consistency, connectivity portrayed;

- a gradual transition from the expanded game situation to a minimized one, a generalization of what is depicted in the game (the use of conditional and symbolic actions, verbal substitutions).

The management of plot-role-playing games is carried out in two directions:

- the formation of the game as an activity;

- use of the game as a means of raising a child, the formation of a children's team.

The formation of the game as an activity implies that the teacher influences the expansion of the subject of role-playing games, the deepening of their content, contributes to the mastery of role-playing behavior by children.

R.I. Zhukovskaya, D.V. Mendzheritskaya, S.L. Novoselova, N.A. Korotkova and others were engaged in the problem of playing games in Russian science.

In the traditional approach to the leadership of the role-playing plot game (R. I. Zhukovskaya, D. V. Mendzheritskaya), the teacher focuses on enriching children's knowledge about the world and, as a result, enriching the content of games. The teacher uses direct play when he assumes the role or verbal instructions controls the play activity of children, helping them to perform play actions, and indirectly guiding the play when he enriches the impressions of children through reading, excursions, viewing pictures and illustrations, making attributes, etc. d.

In an integrated approach to the management of the game (S. L. Novoselova, T. V. Zvorygina) four stages are distinguished. The first two are aimed at preparing for the game - this is an acquaintance with the outside world, enrichment of impressions and educational games. The third and fourth stages, which induce to the game, are the creation of the subject-game environment and the activating communication of the adult and the child, allowing to expand and enrich the plot of the game.

In recent years, in view of the fact that there is not enough high level of formation of play activity in children, scientists (N. A. Korotkova, N. Ya. Mikhaylenko) suggest considering the leadership of a role-playing game as a process of gradual transfer of pre-schoolers to complicated methods of building a game. Researchers identify the following ways to build a game:

- the sequence of subject-game actions, with the help of which children imitate the real objective action using appropriate objects and toys;

- the role behavior with the help of which the child imitates actions characteristic of the character, using speech, objects;

- storyline, through which the child builds the individual elements of the plot in a holistic event.

Scientists draw attention to the fact that mastering the ways of building a game is possible, provided that an adult has a partner relationship with a child in a game.

D. B. Elkonin proposed to consider the plot-role-playing game as the leading activity of preschoolers. It is in it that the zone of proximal development is created and, in essence, through the play activity, the development of the child himself moves.