Current page: 5 (total book has 14 pages) [accessible reading excerpt: 10 pages]

Catch a mosquito

Material. A rod 1-1.5 m long, a cord 0.5 m long, a cardboard mosquito.

Game progress. The players stand in a circle at arm's length from each other, facing the center. The teacher is in the middle of the circle. He is holding a rod with a cardboard mosquito tied to a cord. The teacher draws a circle with a rod (circling a mosquito) slightly above the heads of the players. When a mosquito flies overhead, children jump up and down trying to catch it. The one who grabs the mosquito says: "I caught it!"

Then the teacher again draws a circle with a rod.

Game instructions. Before each repetition of the game, the teacher should remind the children to step back 1-2 steps, as they narrow the circle a little when bouncing.

Rotating a rod with a mosquito, the teacher must then lower it, then raise it, but to such a height that the children can get the mosquito.

Game variant. If the group of players is small, the teacher can run ahead, holding a rod with a cardboard mosquito in his hand, and the children will catch up with him.

Through the stream

Game progress. A group of children (6-8 people) is involved in the game.

On the site, the teacher draws two lines at a distance of 1.5-2 m from one another - this is a stream. The players stand at the line - on the bank of the stream, they must cross it over the pebbles (clearly drawn circles) without getting their feet wet. The distance between circles should be such that children can jump from one to another.

At the same time, 2-3 children pass through the stream, the rest, together with the teacher, watch them. Those who wet their feet - stumbled, go to dry them in the sun - sit on a bench. They are then re-introduced into the game; the educator encourages them in every possible way, helps them to cross to the other side.

Game progress. Children pretend to be horses. The teacher collects them at one end of the room or playground and reads a poem:

Hop-hop-hop!
You gallop!
You fly, horse, soon, soon
Through the rivers, through the mountains,
All gallop, gallop!
Hop-hop-hop!

With the last words, the children jump, moving forward. At the signal of the educator "home!" The boys are back on their feet. The teacher repeats the text, and the "horses" again jump around the room.

Instructions for the game. It should be strictly observed that the children do not move from their place until the teacher has finished reading the entire poem.

Material. Plastic skittles, balls.

Game progress. Skittles should be set at intervals of 10-15 cm from each other.

Children roll one ball at a time from a distance of 1-1.5 m.

The teacher notes which of the children gets into the skittles; helps those who fail without focusing on the failure.

Roll the ball

Material. Multi-colored balls (balls) with a diameter of 6-8 cm; box, basket.

Game progress. The teacher gives the children multi-colored balls or small balls and offers to roll them to a flag (line) located at a short distance from the children.

The teacher notes those who roll the ball well, encourages those who have not completed the task, gives the opportunity to roll the ball again and again.

When the children roll the balls several times, the teacher offers to collect them all in a basket.

Roll the hoop

Material. Hoop.

Game progress. 3-4 children face the teacher at a distance of 1.5-2 m. The teacher rolls the hoop in turn towards each child. He catches him and rolls back to the teacher.

Instructions for the game. When children learn how to roll and catch the hoop well, they can play with each other on their own.

Roll the ball to your flag

Material. 2-3 flags of different colors, balls of the corresponding colors (according to the number of participants).

Game progress. On one side of the playground or room, a line is drawn, beyond which the children stand. On the opposite side, at a distance of 1-1.5 m, flags are placed, different in color.

The teacher distributes balls of 2-3 colors to the children, corresponding to the color of the flags. Then he offers to see what color each ball has, stand against the flag of the same color and roll the ball to it. When all the children have rolled the balls, the teacher asks to put them in a basket, and then distributes them to the children again and the game is repeated.

Mother hen and chicks

Material. Rope with flags strung on it, racks.

Game progress. Children depict chickens, and the teacher - a hen.

On one side of the room or platform, a place is fenced - this is a house (a rope with flags strung on it is stretched between trees or racks at a height of 40-50 cm). A "hen" with "chickens" is placed in the house.

The mother hen goes in search of food. After a while, she calls the chickens: "Ko-ko-ko-ko." At this signal, the “chickens” crawl under the rope, run to the “brood hen” and walk around the site with her.

After all the children crawled under the rope and ran a little around the playground, the teacher gives the signal “big bird!”. All the "chickens" run home.

The game is repeated several times.

Birds in nests

Material. Reiki (building material).

Game progress. At different ends of the site or room, 3-4 nests are arranged (using rails or building material). "Birds" (children) are placed in nests.

At the signal of the teacher, they fly out of the nests (step over an obstacle) and scatter all over the site. The teacher feeds the birds on one or the other side of the site: the children squat down, hitting their knees with their fingertips (pecking food). They run a little more, and then the teacher says: "Birds, in the nests." Children run and, again stepping over obstacles, occupy their nests.

The game is repeated 4-5 times.

Game instructions. When repeating, you can introduce an additional movement, for example, suggest first jumping out of the circle on two legs, and then flying. In winter, when the game takes place on the site, the teacher draws nests in the snow; to make them more clear and elegant, it is recommended to circle them with water tinted with bright paint.

Mice in the pantry

Material. Rope.

Game progress."Mice" (children) sit in minks - on chairs or on benches placed along the wall of the room or on one side of the site. A rope is stretched on the opposite side of the site at a height of 40-50 cm. This is a storeroom. A “cat” sits to the side of the players, the role of which is first played by the teacher, and then by the children.

The "cat" falls asleep, and the "mice" run to the pantry. Penetrating into the pantry, they bend down so as not to touch the rope. There they sit down and pretend to gnaw crackers or other products. The "cat" suddenly wakes up, meows and runs after the "mice". The "mice" run into the burrows (the teacher does not catch the children, but only pretends to want to catch them). Returning to its place, the "cat" falls asleep, and the game resumes.

Instructions for the game. In the second half of the year, when the children learn the rules, a complication can be introduced: the caught “mice” skip one game (they remain sitting on the chairs near the “cat”), and play again during the subsequent repetition.

Bird and chicks

Game progress. The teacher invites the children to play and explains:

- I will be a bird, and you will be my chicks.

She draws a big circle.

What a big bird's nest! Come into it!

Children enter the circle and squat down. The teacher gives the signal "fly, fly for food!". The “chicks” jump out of the nest and fly all over the room, the “mother bird” (teacher) flies with them. Then she says "fly home". "Chicks" fly home.

The game is repeated several times at the discretion of the teacher.

Take care of the item

Material. Dice or other items (one less than the number of players).

Game progress. The players form a circle. They stand with their legs slightly apart and their hands behind their backs. At the feet of each child is a cube (or other object). One child (leader) is in the middle of the circle. The driver tries to take a cube from one or another child. Wanting to save him, the player, to whom the driver rushes, crouches, closes the cube with his hands and does not allow him to touch it. As soon as the driver leaves, the player gets up. The child who has not defended his cube leaves the circle. He is temporarily out of the game.

When the driver manages to take the cube from 2-3 players, a new driver is appointed.

When the driver changes, the children standing outside the circle return to the circle, and the game is repeated.

Rules. Close the cube only when the driver approaches it. As soon as the driver leaves, get up immediately.

We stomp our feet

Game progress. The players stand in a circle at such a distance from each other that they do not touch their neighbors when moving. The teacher, together with the children, pronounces the text slowly, with an arrangement, giving the children the opportunity to do what the poem says:

We stomp our feet
We clap our hands
We nod our heads
We raise our hands
We lower our hands
We give hands.

With these words, the children give hands to each other, forming a circle. Then they continue:

And we run around
And we run around.

After a while, the teacher says: "Stop." Everyone stops. Then the game is repeated.

Let's assemble a matryoshka (egg, barrel)

Material. Insert toys (according to the number of players).

Game progress. To play, children are given a variety of insert toys and are offered to make a whole from two halves, and then put one toy into another.

First, the teacher shows how to fold the halves of simple objects, such as a ball or an egg, and then gives figurative toys: nesting dolls, etc. In this case, it is required not only to select the halves in size, but also to connect them so that the contour of the hands and the pattern of clothes match etc.

These games should be played with a small group of children (4-5 people), since the muscles of the child's arms are still poorly developed and the kids need the help of an adult.

ball transfer

Material. 2 balls.

Game progress. Children sit in chairs in a circle.

The teacher gives two children sitting next to each other a ball and offers to pass them (one to the right, the other to the left). When the balls meet, the children hit them against each other with the word "hit", then get up and run in a circle in opposite directions, the rest of the players say "run, run ...". Having run to their chairs, the children with the word “met” give the balls to the teacher. He passes them on to other children and the game is repeated. This game can also be played on the lawn, then the children sit on the grass.

First workbench

Material. A set of a workbench base, four legs, nuts of various shapes and corresponding wrenches for them, nails, as well as a hammer, a nail puller.

Game progress. The teacher, having called 2-3 children, assembles the workbench, that is, sets it on its legs and fastens the nuts. Then he shows the children nuts, wrenches, etc., and explains how to use them. After that, the children try to do everything themselves. The teacher watches how they screw and unscrew the nuts, picking up the keys of the appropriate shape, hammer the nails with a hammer and pull them out with a nail puller. If necessary, the teacher helps the children.

When children master all the skills, they can play on their own.

Games for the middle group

Find your color

Material. Flags of 3-4 colors (according to the number of children and one more of each color).

Game progress. IN at the beginning of the year, this game can be played in the same way as in the second junior group (see p. 45). When the children learn the game well, the teacher invites them to stop and close their eyes during the “walk”. At this time, the teacher rearranges the flags. At the signal "find your color!" children open their eyes, find a flag and run to it. The teacher notes which group gathered faster than the others.

Find yourself a mate

Material. Flags (according to the number of participants - 2 flags of each color, one flag must be left without a pair).

Game progress. An odd number of children take part in the game. Each child receives one flag. At the signal of the teacher (for example, a blow to a tambourine), the children scatter around the playground (room). On another signal (for example, two beats on a tambourine or the words “find a pair”), children with the same flags stand next to each other.

One child is left without a partner. Turning to him, all the players say:

Vanya, Vanya (Masha, Olya, etc.), don't yawn!
Pick a couple quickly.

Then, after hitting the tambourine, the children again scatter around the playground, and the game is repeated.

Game instructions. While running, children should keep their flags up.

colored cars

Material. Flags of 3 colors or circles, rings (according to the number of participants and one more flag of each color).

Game progress. Children are placed along the wall of the room or along the edge of the playground. They are cars. Each of the players is given a flag of any color (optional) or a colored circle, a ring. The teacher stands facing the players in the center of the room (platform). He holds flags of the same colors in his hand.

The teacher raises a flag of some color. All children with a flag of this color begin to run around the playground (in any direction); on the move, they buzz, imitating the car. When the teacher lowers the flag, the children stop and return to their place. Then the teacher raises a flag of a different color, and the game resumes.

Game instructions. The teacher can raise one, two or all three flags together, and then all the “cars” drive out to the site.

If the children do not see that the flag is lowered, the teacher supplements the visual signal with the verbal “cars (names color) stopped."

The teacher can replace the color signal with a verbal signal (for example, “blue cars are leaving”, “blue cars are returning home”).

Material. Cord, 3 flags of yellow, red and green.

Game progress. Children stand along the wall of the room or side of the playground in a column in pairs, holding each other's hand. With their free hands, they hold on to the cord, the ends of which are tied (one child is held with his right hand, the other with his left). The teacher is in one of the corners of the room and holds three colored flags in his hand. The teacher raises the green flag, and the children run - the tram is moving. Having reached the teacher, the children look to see if the color of the flag has changed: if the green flag is raised, the tram continues to move; if a yellow or red flag appears, the children stop and wait for the green flag to appear.

If there are a lot of people who want to play, you can arrange a stop where the children sit and wait for the arrival of the tram. When a tram approaches a stop, it slows down and stops; some passengers get off the tram, others enter. The teacher raises a green flag: "Let's go!"

Instructions for the game. If the children are more familiar with the bus or trolleybus, you can replace the tram with another mode of transport.

At the bear in the forest ...

Game progress. A line is drawn at one end of the site. This is the edge of the forest. Behind the line, at a distance of 2-3 steps, a place for a bear is outlined. At the opposite end of the site, the line indicates the children's house.

The teacher appoints one of the players as a bear. The rest of the players are children, they are at home.

The teacher says: "Go for a walk." Children go to the edge of the forest, picking mushrooms, berries, making the appropriate movements (tilting and straightening the body), and at the same time recite verses in chorus:

At the bear in the forest
Mushrooms, I take berries,
And the bear is sitting
And growls at us.

When the players say the word "growls", the "bear" gets up with a growl, and the children run home. "Bear" tries to catch them (to touch). Caught "bear" takes to his house. Children resume picking mushrooms and berries.

Rules of the game. Neither children nor the “bear” are allowed to run until the end of the text. When 2-3 players are caught, a new bear is chosen.

Game instructions. The teacher should emphasize that the children are not afraid of the bear, that they run away only when it rushes after them. The bear also does not immediately rush to catch: he must first look at them, grumble. Bears are selected only from among those who have never broken the rules and who have not been caught.

run quietly

Game progress. Children are divided into groups of 5-6 people. They stand behind the line at one end of the site. The driver is selected, he sits in the middle of the site and closes his eyes. At the signal of the teacher, one group runs past the driver to the opposite end of the site to the agreed place (line). Children must run silently. If the driver hears the noise of steps, he says "stop" and the runners stop. Without opening his eyes, the presenter shows where he hears the noise from. If he pointed correctly, the children step aside; if they make a mistake, they return to their places and run again. So alternately run all groups of children.

The group that the driver did not hear wins. When the game is repeated, the driver changes.

Instructions for the game. This game is best played indoors, when children are wearing slippers or other light shoes and it is more convenient for them to run on their toes. In addition, it is difficult to run silently on the site: sand, leaves, etc. rustle.

Game progress. Children become pairs: one is a horse, the other is a carrier. For the game, reins are given or children hold on to the belt.

Let's go, let's go
With nuts, with nuts
To grandfather on a turnip,
By the boy
Sweetie
By the hunchback.

With the end of the text, the children continue to run in the same rhythm while the teacher says “gop, gop ...” or clicks his tongue until the teacher says “whoa”. When the game is repeated, the children change roles.

Game instructions. After everyone is comfortable with the game, the teacher suggests raising your knees high while running.

You should start the game with one pair, gradually increasing the number of participants to 3-4 pairs.

Hares and wolf

Game progress. One of the players is chosen as a wolf. The rest of the children portray hares.

On one side of the site, the "hares" arrange houses for themselves (draw circles). At the beginning of the game, the "hares" are in their houses; "wolf" - at the other end of the site (in the ravine).

The teacher says:

Bunnies are jumping
Jump, jump, jump,
To the green meadow.
Grass is pinched, eaten,
Listen carefully -
Is the wolf coming?

"Hares" jump out of the houses and scatter around the site. They either jump on two legs, then sit down, nibble on the grass and look around to see if the "wolf" is coming. When the teacher says the last word, the "wolf" comes out of the ravine and runs after the "hares", trying to catch (touch) them. "Hares" run away each to their own house. Caught "hares" "wolf" takes to the ravine.

As soon as the "wolf" leaves, the teacher repeats the text of the poem and the game resumes. After 2-3 "hares" are caught, another wolf is selected.

Instructions for the game. It is necessary to ensure that children do not make houses too close to each other.

Let's jump over the stream

Game progress. A brook is drawn on the site, narrow at one end, and then wider and wider (from 10 to 40 cm).

A group of children is invited to jump over the stream first where it is narrow, then where it is wider, and finally where it is widest.

The teacher notes those who managed to jump over the stream in the widest place.

Cucumber, cucumber...

Game progress. At one end of the playground - a trap (educator), at the other - children. The guys approach the trap by jumping on two legs. The teacher says:

Cucumber, cucumber,
Don't go to that end
The mouse lives there
Your tail will bite off.

At the last words, the children run away to their places, and the teacher catches up with them.

Fox in the chicken coop

Game progress. A chicken coop is outlined on one side of the site (the size depends on the number of players). In the chicken coop on the perch (on the benches), “hens” sit. On the opposite side of the site is a fenced fox hole. The rest of the place is a yard.

One of the players is designated as a fox. At the signal of the teacher, the “hens” jump off the perch, walk and run around the yard, peck grains, flap their wings. At the signal of the teacher "fox!" The “hens” run away to the chicken coop and climb onto the perch, and the “fox” tries to drag the “hen”, which did not have time to escape, and takes it to its hole. The rest of the "hens" jump off the perch again, and the game resumes.

When the "fox" catches 2-3 chickens, another child is assigned to this role.

Hunter and hares

Game progress. On one side of the playground, the teacher outlines a place for the "hunter", for the role of which one of the children is assigned. On the other side, the places of "hares" are indicated by circles. Each circle contains 2-3 "hares".

"Hunter" goes around the site, as if looking for traces of "hares", then returns to his place.

The teacher says:

- Hares ran out into the clearing.

The hares run out of their circles and jump on two legs as they move forward. At the signal of the educator "hunter!" The “hares” stop, turn their backs to the “hunter”, and he, without moving, throws a ball at them. The “hare” that the “hunter” hit with the ball is considered shot, and the “hunter” takes him to himself.

The game is repeated 3 times. Then the teacher counts the shot hares, chooses another hunter, and the game continues.

Put on a ring

Material. Various figurines (an elephant with a raised trunk, a goose with an outstretched neck, a bunny with a raised paw, etc.); rings.

Game progress. The game consists in throwing rings on various funny figures.

At a distance of 1.5-2 m from the figure, a line is drawn - the border from which the children throw the rings. The teacher shows how to stand up, how to keep the ring in a horizontal position, how to throw (away from yourself) so that it remains in a horizontal position during the flight (for children, this does not work right away, so you first need to help the child by directing the movement of his hand) .

"Emma Yakovlevna Stepanenkova Collection of outdoor games. For work with children 2-7 years old Series "Library of the program" From Birth to School "Text..."

Emma Yakovlevna Stepanenkova

Collection of mobile games.

To work with children 2-7 years old

Program Library Series

"From Birth to School"

Text provided by the copyright holder

http://www.litres.ru/pages/biblio_book/?art=5816065

Collection of mobile games. For work with children 2-7 years old: Mosaic-Synthesis; M.:; 2013

ISBN 978-5-86775-855-4

annotation

The manual presents outdoor games for children 2-7 years old.

The book is addressed to a wide range of workers preschool education, as well as

students of pedagogical colleges and universities.

Content Methodology for conducting outdoor games 4 Outdoor games as a means of harmonious development of a child 4 Features of outdoor games 8 Conducting outdoor games in different age groups 12 Games for the first junior group 16 Train 16 Moving to the cottage 17 On a flat path 18 Sun and rain 19 Cars 21 Planes 22 Sparrows and a car 23 Frogs 24 Mother hens and chickens 25 Chickens in the garden 26 Shaggy dog ​​27 Bear and bees 28 Gray wolf 29 Bubble 30 Chase the bear 31 Run to me 32 Ball 33 Fifteen with ribbons 34 Who will run faster 35 Ball game 36 Visit the dolls

–  –  –

Outdoor game as a means of harmonious development of a child An outdoor game with rules is a conscious motor active activity of a child, characterized by accurate and timely fulfillment of tasks related to the rules that are mandatory for all players. According to P. Lesgaft, an outdoor game is an exercise through which a child prepares for life. Fascinating content, emotional richness of the game encourage the child to certain mental and physical efforts.

The specificity of the outdoor game is the lightning-fast, instantaneous response of the child to the signals "catch!", "Run!" "stop!" and etc.

An outdoor game is an indispensable means of replenishing a child's knowledge and ideas about the world around him, developing thinking, ingenuity, dexterity, dexterity, and valuable moral and volitional qualities. When conducting an outdoor game, unlimited possibilities are created for the complex use of various methods aimed at shaping the child's personality. During the game there is not only an exercise in the existing motor skills, their consolidation and improvement, but also the formation of personality traits.

Many domestic scientists were engaged in the search for ways of harmonious development of children. So, in the system created by P. Lesgaft physical education the principle of harmonious development was fundamental, and the physical and spiritual forces of a person were considered as qualitatively different aspects of a single life process, which made it possible to form people of an “ideally normal type”. According to P. Lesgaft, harmonious development is possible only with a scientifically based system of physical education and upbringing, in which the principle of awareness prevails.

Consciousness of movements provides the possibility of their rational and economical use, execution with the least expenditure of effort and with the greatest effect, and also contributes to the spiritual development of a person.

Numerous studies prove that the character, thoughts, feelings of a person are reflected in the form of a “muscular shell” on the body (M. Alexander, W. Reich, M. Feldenkrais, etc.), therefore, in order to implement the tasks of harmonious development, it is important to understand how our body works . The teacher should teach children to move naturally, gracefully, in accordance with the constitution of the body and individual abilities.

Harmonious development occurs with a holistic, comprehensive, balanced realization of all the potential capabilities of a person. One-sided development is detrimental to the individual and often borders on a psychological or physical illness.

The child realizes freedom of action in outdoor games, which are a factor in the formation of physical culture. IN pedagogical science outdoor games are considered as the most important means of comprehensive development of the child. The deep meaning of outdoor games is in their full-fledged role in physical and spiritual life, significance in history and culture. I. Stepanenkova. Collection of outdoor games. To work with children aged 2-7 years

tour of every nation. The mobile game can be called the most important educational institute, contributing both to the development of physical, mental abilities, and the development of moral norms, rules of conduct, ethical values ​​of society.

Outdoor games are one of the conditions for the development of a child's culture. In them he comprehends and cognizes the world, in them his intellect, fantasy, imagination develop, social qualities are formed. Outdoor games are always a creative activity in which the natural dexterity of a child in movement, the need to find a solution to a motor problem is manifested. Playing, the child not only learns the world around him, but also transforms it.

Children of the younger preschool age imitate everything they see in the game. However, in the outdoor games of children, first of all, it is not communication with peers that is reflected, but a reflection of the life of adults or animals: they fly with pleasure like sparrows, wave their arms like a butterfly with wings, etc. The desire to spiritualize inanimate nature is explained by the child’s desire to give depicted in the game image of a living character. When he gets used to the image, the mechanisms of empathy turn on and, as a result, morally valuable personal qualities are formed: empathy, complicity, ownership. Thanks to developed ability to imitation, most of the outdoor games of younger preschoolers are of a plot nature.

In the fifth year of life, the nature of children's play activity changes. They begin to be interested in the result of an outdoor game, they strive to express their feelings, desires, realize their plans, creatively reflect the accumulated motor and social experience in their imagination and behavior. However, imitation and imitation continue to play important role and at preschool age.

Outdoor games are characterized by the presence of moral content. They bring up goodwill, desire for mutual assistance, conscientiousness, organization, initiative. In addition, outdoor games are associated with great emotional uplift, joy, fun, and a sense of freedom. Outdoor games of different content make it possible to trace the variety of approaches to finding ways for the harmonious development of children. It is conditionally possible to distinguish several types of outdoor games that contribute to the comprehensive development of preschoolers in different ways and carry a different social orientation. Catch-type games are inherently creative in nature, based on excitement, motor experience and strict adherence to the rules. Running away, chasing, dodging, children mobilize their mental and physical strength to the maximum, while they independently choose methods that ensure the effectiveness of play actions, improve psychophysical qualities.

Games that require inventing movements or instant termination of action on a game signal encourage children to individual and collective creativity(inventing combinations of movements, imitation of the movements of vehicles, animals).

Such games are at the same time an exercise for the will, attention, thought, feeling and movement. Particular attention is paid to the expressiveness of actions invented by children that activate mental processes, carry out sensory corrections, role training, form psychosomatic and emotional sphere by developing the mechanisms of empathy. Children convey the character and images of the characters in the game, their moods, relationships. At the same time, mimic and large muscles are trained, which contributes to the release of endorphins (hormone of joy), which improve the condition and vital activity of the body.

Ball games play a particularly important role in working with children. The child, playing, performs various manipulations with the ball: aims, hits, tosses, re-e. I. Stepanenkova. Collection of outdoor games. To work with children aged 2-7 years

throws, combines movements with claps, various turns, etc. These games develop the eye, motor coordination functions, improve the activity of the cerebral cortex. According to A. Lowen, hitting the ball improves mood, relieves aggression, helps to get rid of muscle tension, and causes pleasure. Pleasure, in his opinion, is the freedom of movement from muscle tension.

Games with elements of competition require the correct pedagogical management of them, which implies the observance of a number of conditions:

each child participating in the game must have a good command of the motor skills (climbing, running, jumping, throwing, etc.) in which they compete in the game. This principle is also fundamental in relay races. It is also important to objectively evaluate the activities of children when summing up the results of the game: it is necessary to evaluate the achievements of the child in relation to himself, that is, his own achievements, because each child has his own characteristics, his own abilities, determined by the state of health, sensory and motor experience.

So playing and realizing various forms activities, children learn about the world around them, themselves, their body, their capabilities, invent, create, while developing harmoniously and holistically.

In the formation of a diversified personality of a child, outdoor games with rules play an important role. They are considered as the main means and method of physical education. Outdoor games have a healing effect on the child's body - he exercises in a wide variety of movements: running, jumping, climbing, climbing, throwing, catching, dodging, etc. At the same time, breathing, metabolic processes in the body are activated, this, in turn, has a fruitful effect on mental activity. The healing effect of outdoor games is enhanced when they are held outdoors.

It is extremely important to take into account the role of growing tension, joy, strong feelings and undying interest in the results of the game that the child experiences.

Enthusiasm for the game not only mobilizes his physiological resources, but also improves the effectiveness of movements. The game is an indispensable means of developing and improving movements; formation of speed, strength, endurance, coordination of movements. In mobile play as a creative activity, nothing fetters the child's freedom of action, he is relaxed and free.

The role of outdoor play in mental education is great: children learn to act in accordance with the rules, to act consciously in a changed world. game situation and to know the world around; master spatial terminology. During the game, memory, ideas are activated, thinking, imagination develop. Children learn the meaning of the game, memorize the rules, learn to act in accordance with the chosen role, creatively apply the existing motor skills, learn to analyze their actions and the actions of their comrades. Outdoor games are often accompanied by songs, poems, counting rhymes, game beginnings. Such games replenish vocabulary, enrich children's speech.

Mobile games play an important role in moral education preschoolers. Children learn to act in a team, to obey the general requirements. The guys perceive the rules of the game as a law; their conscious fulfillment forms the will, develops self-control, endurance, the ability to control one's actions and behavior. Honesty, discipline, justice are formed in the game. The mobile game teaches sincerely. I. Stepanenkova. Collection of outdoor games. To work with children aged 2-7 years

sti, partnership. Obeying the rules of the game, children learn to be friends, empathize, help each other.

Skillful, thoughtful management of the game by the teacher contributes to the education of an active creative personality. In outdoor games, the aesthetic perception of the world is improved. Children learn the beauty of movements, their imagery; master poetic, figurative speech; they develop a sense of rhythm.

An outdoor game prepares for work: children make game attributes, arrange and put them away in a certain sequence, improve their motor skills necessary for future work.

Thus, an outdoor game is an indispensable means of replenishing a child's knowledge and ideas about the world around him; development of thinking, ingenuity, dexterity, skill, valuable moral and volitional qualities. When conducting an outdoor game, there are unlimited possibilities for the complex use of various methods aimed at shaping the child's personality. During the game, there is not only an exercise in existing skills, but also the formation of new mental processes, new personality traits.

Outdoor games as a means of physical education contribute to the improvement of the child through outdoor games, and also activate creative activity, independence, manifestations of looseness, freedom in solving game problems.

As a method of physical education, an outdoor game helps to consolidate and improve the child's movements.

Features of conducting outdoor games Outdoor games are classified by age, by the degree of mobility of the child in the game (games with low, medium, high mobility), by types of movements (games with running, throwing, etc.), by content (outdoor games with rules and sports games).

The following classification of games is accepted in the theory and methodology of physical education.

Mobile games with rules include story games and non-story games. story games. For sports games - basketball, gorodki, table tennis, hockey, football, etc.

Plot outdoor games reflect a life or fairy-tale episode in a conditional form. The child is fascinated by game images. He is creatively embodied in them, depicting a cat, a sparrow, a car, a wolf, a goose, a monkey, etc.

Narrative outdoor games contain motor game tasks that are interesting for children, leading to the achievement of the goal. These games are divided into games such as running, traps; games with elements of competition (“Who will run to his flag sooner?” Etc.); relay games (“Who will pass the ball sooner?”); games with objects (balls, hoops, cerso, skittles, etc.). In working with the youngest children, fun games are used (“Paladushki”, “Horned Goat”

The methodology for conducting outdoor games includes unlimited possibilities for the complex use of various techniques aimed at shaping the child's personality, skillful didactic guidance of the game.

Of particular importance are the professional training of the educator, pedagogical observation and foresight. Stimulating the child's interest in the game, captivating him with game activities, the teacher notices and highlights significant factors in his development and behavior; determines (sometimes by separate strokes) real changes in knowledge, skills and abilities. It is important to help the child consolidate the positive qualities and gradually overcome the negative ones. Pedagogical observation, love for children allow the teacher to carefully choose methods for managing their activities, correct the child's behavior and his own; create a joyful, friendly atmosphere in the group. Children's joy that accompanies the game contributes to the formation of the physical, mental, spiritual, aesthetic and moral qualities of the child.

The technique of conducting an outdoor game is aimed at educating an emotional, consciously acting child to the best of his ability and owning a variety of motor skills. Under the benevolent, attentive guidance of the educator, a creatively thinking person is formed who knows how to navigate in the environment, actively overcome the difficulties encountered, show a benevolent attitude towards comrades, endurance, self-control.

A prerequisite for the successful conduct of outdoor games is to take into account the individual characteristics of each child. Behavior in the game largely depends on the existing motor skills, typological features of the nervous system. Active motor activity trains the child's nervous system, helps to balance the processes of excitation and inhibition.

The selection of outdoor games depends on the working conditions of each age group: the general level of physical, mental development children, their motor skills; the state of health of each child, his individual typological characteristics, the time of year, the daily routine, the place where the games are held, the interests of the children.

When selecting story-based outdoor games, one should take into account the formation of children's ideas about the plot being played. A prerequisite for preparing a teacher for outdoor games is the preliminary learning of movement. I. Stepanenkova. Collection of outdoor games. To work with children aged 2-7 years

of both imitative and physical exercises, actions that children perform in the game. The teacher pays attention to the correct, uninhibited, expressive performance of motor actions. For a better understanding of the game plot, the teacher conducts preliminary work: reads works of art, organizes observations of nature, animals, the activities of people of various professions (drivers, athletes, etc.), watching videos, films and filmstrips, conversations. The teacher pays considerable attention to the preparation of the attributes of the game - he makes the attributes together with the children or in their presence (depending on age).

It is important to properly organize the game in relation to the content, the sequence of tasks. The game can be played simultaneously with all children or with a small group. The teacher varies the ways of organizing games depending on their structure and nature, the location of the movements. Thinks over ways to gather children for the game and introduce game attributes.

Familiarization of children with a new game is carried out clearly, concisely, figuratively, emotionally and lasts 1.5–2 minutes. Explanation of the plot mobile game, as already noted, is given after preliminary work on the formation of ideas about game images.

The subject of outdoor games is diverse: it can be episodes from people's lives, natural phenomena, imitation of the habits of animals. During the explanation new game a game goal is set for children, which contributes to the activation of thinking, awareness of the game rules, the formation and improvement of motor skills. When explaining the game, a short figurative plot story is used. It changes in order to better transform the child into a playful image, to develop expressiveness, beauty, gracefulness of movements, fantasy and imagination. The plot story is similar to a fairy tale that evokes a recreating imagination in children - a visual perception of all the situations of the game and actions that stimulate them to emotional perception.

The plot of the story, its content should be clear to children, so the use of this technique requires the teacher to plan and think through the previous work so that the children have an idea of ​​the plot being played out. The teacher conducts observations in nature, a living corner of the behavior of birds, animals; is reading fiction, shows filmstrips, videos, movies, making up the presentations necessary for the successful conduct of the game. Instead of a situational explanation of the game, the teacher uses a little fairy tale or plot story before the first game, which includes the rules of the game and a signal. Their explanation takes the same 1.5-2 minutes allotted by the method, and sometimes less. The educational effect of such an explanation is high - children develop a recreating imagination, fantasy. The plot story contributes to the entry into the image, the development of expressiveness of movements. The rules, the signal, are woven into the explanation of the game.

Narrative stories are used in all age groups. It is often difficult for a teacher to come up with an explanation for a game. To facilitate the task, you can use verses.

For example:

–  –  –

Children-"chickens" walk on the lawn, collect grains for the driver, drink some water from the puddle.

Approaching the cat driver, the chicken (teacher) says:

E. Ya. Stepanenkova. Collection of outdoor games. To work with children aged 2-7 years

–  –  –

Explaining a non-plot game, the teacher reveals the sequence of game actions, game rules and a signal. It indicates the location of the players and game attributes using spatial terminology (in junior groups with a focus on the subject, in the older ones - without it). When explaining the game, the teacher should not be distracted by comments to the children. With the help of questions, he checks how the children understood the game. If they understand the rules, then the game is fun and exciting.

Explaining games with elements of competition, the teacher clarifies the rules, game techniques, conditions of the competition. Expresses confidence that all children will try to cope well with the performance of game tasks, which involve not only high-speed, but also high-quality performance (“Who will run to the flag faster”, “Which team will not drop the ball”). The correct execution of movements gives children pleasure, causes a sense of confidence and a desire for improvement.

Combining those playing in groups, teams, the teacher takes into account physical development And individual characteristics children. In teams selects guys who are equal in strength; to activate insecure, shy kids combines them with bold and active guys.

Children's interest in games with elements of competition increases if they put on a uniform, choose team captains, a referee and his assistant. For the correct and quick completion of tasks, teams receive points. The result of the calculation determines the assessment of the quality of the tasks and collective actions of each team. Conducting games with elements of competition requires great pedagogical tact, objectivity and fairness in assessing the activities of teams that promote friendliness and camaraderie in the relationship of children.

The educator's leadership of an outdoor game also consists in the distribution of roles.

The teacher can appoint a driver, choose with the help of a rhyme, or invite the children to choose the driver themselves and then ask them to explain why they entrust the role to this particular child; can take a leading role or choose someone who wants to be a leader. In the younger groups, the role of the leader is initially performed by the educator, doing it emotionally, figuratively. Gradually, the role of the leader begins to be entrusted to children.

During the game, the teacher pays attention to the children's compliance with the rules, carefully analyzes the reasons for their violation. A child can break the rules of the game if he did not understand the teacher's explanation accurately enough, really wanted to win, was inattentive, etc.

The teacher should monitor the movements, relationships, load, emotional state of children in the game.

Considerable attention should be paid to the options of outdoor games, which allow not only to increase interest in the game, but also to complicate mental and physical tasks; improve movements, improve the psychophysical qualities of the child.

Initially, the teacher invents the options for the game himself or selects from collections of outdoor games. At the same time, the rules should be gradually complicated. For example, the teacher intonation varies the signaling interval: “One, two, three, catch!”, “One - two - three E. Ya. Stepanenkova. Collection of outdoor games. To work with children aged 2-7 years

- catch! etc.; it can change the location of children and physical education aids in the game;

choose several drivers; include rules in the game that require restraint, self-control, etc. from the child.

Gradually, children are also involved in the compilation of options, which contributes to the development children's creativity.

Leading the game, the teacher forms the correct self-esteem, friendly relationships, friendship and mutual assistance, teaches children to overcome difficulties. P. Kapterev called overcoming difficulties moral hardening, linking it with the formation of a high spiritual potential. Proper pedagogical guidance of the game helps the child to understand himself, his comrades, ensures the development and realization of his creative powers, has a psychocorrective, psychotherapeutic effect.

Summing up the game, the teacher marks the children who performed their roles well, showed ingenuity, endurance, mutual assistance, and creativity.

Noting the actions of children who violated the conditions and rules of the game, the teacher expresses confidence that the next time the guys will try and play better.

E. Ya. Stepanenkova. Collection of outdoor games. To work with children aged 2-7 years

Conducting outdoor games in different age groups The child's play activity begins to develop already in early age. In order for the kids to play fully, it is necessary to create a pedagogically expedient external environment for them, to choose the right toys. Children of the second year of life are very mobile. To meet their need for movement, it is necessary to have a slide, benches, boxes and other benefits on the site. Children should be given enough space to run, climb stairs, slide down slides, etc., play hide and seek, catch up.

In the games of children older than one and a half years, signs of imitation of adults can be seen. Given this, the teacher involves them in games with the help of toys, tries to arouse interest with an emotional figurative explanation. In younger groups, story games and the simplest non-story games such as "Traps", as well as fun games, are most often used. Toddlers are attracted to the game mainly by the process of action: they are interested in running, catching up, throwing, etc. It is important to teach them to act exactly on a signal, to obey simple rules games. The success of the game depends on the teacher. He should interest children, give patterns of movements. The teacher performs the leading roles in the game himself or instructs the most active child, sometimes prepares one of the guys from the older groups for this.

It is important to remember that the driver only pretends to catch children:

this pedagogical technique is used so that the kids do not get scared and they do not lose interest in the game.

The children sit on the chairs, and the teacher begins to tell: “Once upon a time there were little gray sparrows. On a clear sunny day, they flew around the garden looking for insects or grains. They flew up to the puddle, drank some water and flew away again. One day a big red car came along and bleeped. The sparrows were frightened and flew away to their nests. Let's play this game. You will be little sparrows. The chairs will be your nests, and I will represent the car. Sparrows, take off!

And as soon as the car hums "beep, beep," all the sparrows should fly to the nests.

This explanation takes less than a minute. The teacher plays with the children, playing both the role of a sparrow and the role of a car. Kids do not notice such a transformation.

They gladly enter the image, sometimes supplementing it with separate actions:

they peck at grains and say “klu-klu”, they drink some water and squeak “wee-wee”.

The teacher monitors the figurative performance of actions by the children, reminds them to use the entire playground in the game, fly beautifully, emotionally imitate movements, and act (if possible) on a signal. When conducting a game, it is necessary to constantly remind children about the game image. Various attributes significantly enliven the game: headdresses with the image of birds, steering wheels of a car, etc. During the subsequent game, children are offered new options: sparrows return to their nests, climb onto a bench (sit on wires). By the end of the year, the role of the car can be entrusted to the most active child.

For the younger group, games with text are recommended. When conducting such games as “Hare”, “Train”, etc., the teacher expressively reads the text, accompanying it with the appropriate movements. Such games develop a sense of rhythm in children. The children, listening to the teacher, try to imitate his movements.

E. Ya. Stepanenkova. Collection of outdoor games. To work with children aged 2-7 years

By the age of four, motor experience accumulates in children, movements become more coordinated. Given this factor, the teacher complicates the conditions for the game: increases the distance for running, throwing, jumping height; selects games that exercise dexterity, courage, endurance. IN middle group the educator already distributes roles among children. The role of leader is initially entrusted to children who can handle it. If the child is not able to clearly complete the task, he may lose faith in his abilities and it will be difficult to attract him to active actions. The teacher notes the success of children in the game, brings up goodwill, honesty, justice. In the middle group, plot games such as "Cat and Mice", "Kittens and Puppies", "Mousetrap", etc., non-plot games are widely used: "Find a mate", "Whose link is more likely to gather?"

As in the younger group, the teacher, conducting a plot game, uses a figurative story. Fairy-tale game images encourage the child to combine the real features of the perceived plot into new combinations. The imagination of a child of the fifth year of life is recreative in nature, so the educator must always direct his development.

The role of a figurative plot story is also great here. For example, you can offer children the game "Kids and the Wolf."

Such an explanation of the plot takes no more than a minute and a half. It reduces motor activity children, motor game density. At the same time, the children's enthusiasm for the game makes it possible to solve educational problems in a complex.

In the outdoor games of older preschool children, more complex movements are used. The children are tasked with instantly responding to a change in the game situation, showing courage, ingenuity, endurance, ingenuity, and dexterity.

The movements of 5–6 year old children are more coordinated and accurate, therefore, along with plot and non-plot games, games with elements of competition are widely used, which at first it is advisable to introduce as a competition between several children, equal in physical strength and level of development of motor skills. So, in the game "Who will run to the flag sooner?" The task is performed by 2-3 children. As children master the skills of orientation in space, competitions in links are introduced. The winner is the link, the participants of which will cope with the task quickly and correctly.

In the preparatory group for school, most children have a good command of the basic movements. The teacher pays attention to the quality of movements, makes sure that they are light, beautiful, confident. The children must quickly navigate in space, show restraint, courage, resourcefulness, creatively solve motor problems. It is necessary to set tasks for them in games for independent solution.

So, in the game "Colored figures" children are divided into links, in each link a leader is selected. At the signal of the teacher, the children with flags in their hands scatter around the room. By command:

"In a circle!" - they find their leader and form a circle. Then the task becomes more complicated: the children also scatter around the hall, on command: “In a circle!” - are built around the leader and, while the teacher counts to five, lay out some figure from the flags. Such a complication of the task requires children to be able to quickly switch from one activity to another - in this case from active running to fulfillment of a collective creative task.

By searching for solutions to certain motor tasks in outdoor games, children gain knowledge on their own. Knowledge obtained by one's own efforts is assimilated consciously and is more firmly imprinted in memory. Solving various problems gives rise to self-confidence, causes joy from independent small discoveries.

E. Ya. Stepanenkova. Collection of outdoor games. To work with children aged 2-7 years

With the skillful guidance of an educator with an outdoor game, the creative activity of children is successfully formed: they come up with game options, new plots, and more complex game tasks.

Each player must know his task and, in accordance with it, play an imaginary role in the proposed situation. Entering into a role forms in children the ability to imagine themselves in the place of another, to mentally reincarnate in him; allows you to experience feelings that in everyday life situations may not be available. Since the game involves active movement, and movement involves the practical development of the real world, the game provides continuous exploration, a constant influx of new information. Thus, an outdoor game is a natural form of social self-expression of the individual and creative exploration of the world.

In a number of games, children are required to be able to come up with options for movements, various combinations of them (games like "Make a figure", "Day and night", "Monkey and hunters", etc.). Initially, the teacher plays the leading role in inventing movement options. Gradually, he connects children to this. Entering into a role, figuratively conveying the nature of movements, is facilitated by the children inventing exercises on a given topic, for example, exercises that imitate the movements of animals, birds, animals (heron, fox, frog), or the task of coming up with and naming an exercise, and then performing it (“Fish” , "Snowplow"

An important role in the development of children's creative activity is played by involving them in compiling game options, complicating the rules. At first, the leading role in this belongs to the educator, but gradually the children are given more and more independence.

So, when conducting the game “Two Frosts”, the teacher first offers this option: the one whom the “Frosts” touch remains in place, and the children, running across to the opposite side, should not touch the “frozen”. Then the teacher complicates the task: running away from the "Frost", the children must touch the "frozen" comrades and "warm" them.

After that, the teacher invites the children to come up with a version of the game themselves. The most interesting ones are selected from the proposed options; for example, the children decided that it would be more difficult for the “Frosts” to “freeze” the athletes, so during the runs, the children imitate the movements of skiers and skaters.

Using method creative tasks, the teacher gradually leads the children to invent outdoor games and organize them independently. For example, Dima E., 6 years old, visited a climbing camp with his parents in the summer and, having come to Kindergarten, proposed a new game, which he called "Alpinists". It is interesting that he began the explanation of the game with a plot story: “In the vast territory of our homeland there are deep rivers and lakes, waterless deserts, wide plains and high mountains. Mountains rest their peaks in the sky. Grass spreads at the foot of the mountains in summer, snow caps turn white on the peaks at this time, which do not melt even in extreme heat, because it is very cold at the top.

To climb to the top, you need to go along narrow mountain paths (benches), climb into a cave (arcs placed in a row), jump over cracks in the rock (jump over a rope) and, finally, climb to the top (climb a gymnastic ladder).

The first group to conquer the summit will win.

Thus, an indicator of children's creativity in the game is not only the speed of reaction, the ability to enter into a role, conveying their understanding of the image, independence in solving motor problems due to a change in the game situation, but also the ability to create combinations of movements, game options, complicate the rules. The highest manifestation of creativity is the children's inventing outdoor games and the ability to organize them independently.

E. Ya. Stepanenkova. Collection of outdoor games. To work with children aged 2-7 years

In the preparatory group for school, along with plot and non-plot games, relay races, sports games, games with elements of competition are held.

Children preparatory group should know all the ways of choosing the presenters, widely use counting rhymes.

It is important to use games not only to improve motor skills, but also to educate all aspects of the child's personality. A well-thought-out methodology for conducting outdoor games contributes to the disclosure of the individual abilities of the child, helps to bring him up healthy, vigorous, cheerful, active, able to independently and creatively solve a wide variety of tasks.

Train Material. In a more complex version of the game: two flags - red and green; board 15-20 cm wide.

Game progress. Children become one after another. Each child depicts a wagon, and the teacher standing in front is a locomotive. The locomotive hums and the train starts to move, slowly at first, then faster. Approaching the station (pre-marked place), the train slows down, stops. Then the locomotive gives a whistle, and the movement resumes.

Game instructions. At first, the teacher plays the role of a steam locomotive, later - one of the guys. It is better to arrange a train without a clutch, so as not to impede the movement of children.

Depicting a train, each child can freely rotate his arms, hoot, say "choo, choo, choo ...".

After a while, a number of additions can be introduced to this game. For example, someone can be a semaphore, he is given two flags - red and green: when the red flag is raised, the train stops, when the green flag is raised, it continues to move. (Children perform this role in turn.) The train can go along the "bridge" - a firmly reinforced board (kids can only be led along the board in summer, in winter they can slip and fall) or between two lines clearly marked on the ground or in the snow. If the car “goes off the rails” (someone steps over the line), the train stops, the car is uncoupled for “repair”, then a steam locomotive is attached to it and allowed to cross the bridge again. Thus, the child repeats the movement that he failed.

The game can be ended as follows: the train arrived with passengers in the city, everyone goes to visit the "kindergarten" (conditional place), where you can sit and take a break from the movements.

In the future, the following options can be introduced into the game: you can go by train to the forest, to the city for toys, to the country house, etc. Here is one of the possible options for such a game. Children go by train to the forest for berries or flowers (they walk or run one after another). After some time, the train stops, and all the passengers pick berries or flowers, that is, bend over, squat, pretend to be looking, etc. Then the children return home. With this option, you can not introduce complications into the movement of the train, so as not to tire the kids with a large number of rules.

E. Ya. Stepanenkova. Collection of outdoor games. To work with children aged 2-7 years

Moving to the cottage Material. Cords for coupling "cars", machine devices or acting as reins (cars can represent high chairs placed one after another). The movement of the train (walking) can be accompanied by the singing of the song "Train" by N. Metlov.

Game progress. Children are divided into two groups: one group depicts children moving to the dacha by train, the second depicts a bus, truck or coachmen with horses.

You can depict a train in various ways:

a) move around the site, stepping one after another (if the game is played in the middle of the year, you can give cords for traction);

b) sit on chairs placed one behind the other, or benches.

While the train is running, the cars are waiting in the garage (a rectangle outlined on the ground), the horses are in the stable.

As soon as a signal is given that the train is approaching the station (a bell, a beep, or the word of a teacher or a child pretending to be the head of the station), cars or horses leave to meet the children.

When the train stops, all children are placed on cars or on horses (crawl under the cord with which the cars are arranged, or “reins”).

When the game is repeated, the roles change.

Game instructions. This game is more difficult than the one described above. It requires a lot of independence and the ability to wait. For young children just admitted to kindergarten, this game would be too difficult.

If the game is played in a mixed group, older children can pretend to be coachmen with horses and cars that have arrived for the children, and the youngest children will go with the teacher by train.

In the process of getting into the car, the teacher should take an active part, avoiding crowding and inconvenience that will hamper the movement of children. To facilitate the game, you can transport all the children from the station in two or three steps in one car.

Game instructions. At first, the teacher can perform the movements with the children himself, being an example for them. When the children get used to the rules and movements, the teacher may not perform the movements, but only pronounce the text, watching the children and giving them the necessary instructions.

E. Ya. Stepanenkova. Collection of outdoor games. To work with children aged 2-7 years

Sunshine and rain Material. Chairs turned back up and depicting houses (circles marked on the ground). During the game, the children sing the song "The Sun" (words by A. Barto, music by M. Rauchverger).

Game progress. The houses are located in a semicircle, at some distance from one another. Children, together with the teacher, are in the houses (squatting in front of the seat). Everyone looks out the window (in the hole in the back of the chair).

Looking out the window, the teacher says:

- Which good weather! Now I'll go out and call the guys to play.

He goes to the middle of the room and calls all the players.

The kids run out, holding hands, form a round dance and sing a song:

–  –  –

Unexpectedly for the children, the teacher says:

- Look, it's raining, hurry home!

Everyone rushes to their places.

Listen to the rain on the rooftops.

The teacher, tapping with bent fingers on the seat of the chair, depicts the sound of rain. At first the rain is heavy, then it subsides and gradually stops altogether.

- Now I'll see how it is on the street, and I'll call you.

The teacher leaves his house, pretends to look at the sky, and calls everyone:

The sun is shining, there is no rain. Come out for a walk!

Now you can again play a round dance or run freely in front of the chairs, dance, etc. Unexpectedly for the children (but after waiting some time), the signal “it’s raining!” is given again, and everyone runs away to their places.

The game is repeated several times.

Rules of the game. On the signal "it's raining!" you need to run to the place, to the signal “the sun is shining!” - go to the middle of the site. Perform movements according to the song.

Game instructions. The game can be played both indoors and outdoors. Instead of chairs, you can make circles-houses on the ground (lay out of cones or draw).

It is desirable that all the houses be at an equal distance from each other and located in a semicircle or around a small space for a round dance and free movement.

In the future, you can enter a rule: remember your place and return only to your home. The teacher plays on a par with the children, especially at the beginning, when the game is new and new to the children.

E. Ya. Stepanenkova. Collection of outdoor games. To work with children aged 2-7 years

From time to time, the teacher, accustoming children to greater independence, gives only signals without performing movements. You can sing another song, suitable for the content of the game, instead of the song "Sun".

E. Ya. Stepanenkova. Collection of outdoor games. To work with children aged 2-7 years

Cars Material. Chairs, mugs from serso (small hoops, plywood circles).

When the game becomes more difficult: red and green flags.

Game progress. On one side of the playground where the game is played, a garage is arranged (high chairs are placed and mugs from cerso are placed on them, or small hoops, or plywood circles that could serve as a steering wheel). On the other hand, a small space is outlined on the ground - this is the house where the "chauffeurs" (children) live.

The game starts with getting ready for work. "Drivers" wash their faces, drink tea (free movement) and go to the garage (bypass the area 1-2 times). Each "driver" stands in front of the car (near the circle). The "manager of the garage" (educator) checks if everything is in order and gives a signal: "Start the engine!" Slightly tilting the body and leaning on the bench, the children make rotational movements with their hands, pronouncing "tr-tr-r". "Go!" the teacher announces.

Children pick up the steering wheels and scatter around the site (the area where cars can drive is outlined in advance or marked with a cord, flags, etc.). Drivers can drive in a different direction and order without leaving the street (marked area).

The "manager" remains in place and monitors the ride. If an “accident” or some kind of disorder occurs, the “manager” can go himself and fix everything or send an assistant

- one of the guys. "Cars, garage!" - the manager calls, believing that the children have already run enough. All drivers must immediately return and put the car in its place, that is, sit on a chair. Then the “manager” walks around the machines, checks that everything is in order, and indicates what repairs are needed. (This is done to rest after running.) It is desirable to make repairs using various movements. For example, you can pump air into the tires (sitting in place, the children connect their fists, raise them slightly and lower them, saying “psh ... psh ...”

or "s ... s ... s ..."); you can check the reverse (children twirl, sitting in place, their steering wheel, saying "tr ... tr ..."); you can wash the car (shake off dresses, stroke hands, feet, etc. in turn); you can fix the wheels (tie an untied shoelace, tighten up your socks, etc.) When the children have a little rest after running, the teacher announces that "the garage is closing." The drivers go home. The game may start again.

Rules of the game. On time, on command, leave the garage and return to it.

Perform movements in unison. With complication, a third rule is introduced: follow the change of flags and stop when the red one is raised (it is introduced when the children have mastered the game enough).

Game instructions. A variety of movements during the rest help to interest children and attract them to a timely return to the place.

Later, the role of policemen can be introduced into the game - they are placed along the edges of the site. Having received red and green flags, the “policemen” raise them following the example of the teacher, who has the same flags. When the red flag is raised, the cars stop; when green is raised, they go. The driver who violated the traffic rules pays a fine - claps his hand on the palm of a policeman.

E. Ya. Stepanenkova. Collection of outdoor games. To work with children aged 2-7 years

Aircraft Material. Garland with flags; green and red flags.

Game progress. On one side of the site (room) there are benches or chairs. A garland with flags is stretched ahead and an arch is arranged. This is an airfield. kids

- pilots. They are sitting on chairs, waiting for the signal to start the flight. Pilots, are you ready to fly? - asks the "head of the airfield" (educator). Children stand up and answer:

"Ready!" "Start the engine!" - orders the "boss". Children twirl with their right hand, as if starting a motor, saying "tr-tr-r". "Chief" raises a green flag - you can fly. "Pilots" on planes fly all over the site in different directions until the "boss" shows a red flag. "Pilots, fly back!" - the teacher calls, reminding what the red flag means. Everyone returns to the airfield and sits on chairs.

The chief walks around the aircraft, inspects them and indicates what repairs are needed (see.

game "Cars").

Then the signal to fly is given again, and the game is repeated.

Rules of the game. Remember the signals: when the green flag is raised, take off, when the red flag is raised, return to the airfield.

Game instructions. To facilitate the game, you can immediately give a signal to fly, without depicting how the engines are started. Or replace the signals with a flag with a message “on the radio” (“Listen, listen! Pilots, come back!”).

After a while, the teacher chooses one of the children to be his assistant, he also receives flags and, together with the teacher, gives signals. This is an occasion for the manifestation of independence of children, so that in the future they can play without the participation of a teacher.

If the game is played outdoors, it is necessary to limit the area where flying is allowed, otherwise it will be difficult for the kids to follow the signals.

E. Ya. Stepanenkova. Collection of outdoor games. To work with children aged 2-7 years

Sparrows and car Game progress. During the walk, the teacher draws the attention of the children to how sparrows fly, how they jump, how they scatter in different directions when a car passes or when people approach.

Having reminded the children of their observations, the teacher offers to play sparrows.

He outlines a platform where sparrows can fly and jump - he puts benches or chairs along the edges of the platform, saying:

- Sparrows will fly here when the car arrives. On the tree and on the roof, sparrows are not afraid that their car will be crushed. They sit and watch. As the car leaves, the sparrows will fly again to look for grains and crumbs.

Immediately, the teacher agrees with the children that he will be a car, shows the children how the car will pass and buzz.

Quiet outside, no one is there. Fly, sparrows!

Children run out to the middle and depict how sparrows fly and jump. Suddenly, a “beep” is heard, and a “car” passes through the site. "Sparrows" quickly run and sit down on the benches. To give the children a little break, the teacher “drives” a little from end to end or around the playground and steps aside. The children run back to the middle. This is repeated several times.

Rules of the game. Run to the benches when a car appears, return to the middle of the site when it disappears.

Game instructions. So that the children do not get tired, you can add a number of calm actions to the game.

- for example, sparrows sit, clean their feathers (shake themselves off), chirp while sitting on branches (on benches), etc.

The game starts again.

Game instructions. As a rest, you can enter such an addition: the frogs sit down on a "bump" (on a bench, board or grass) and bask in the sun. This game is best played in small groups. For example, you can divide children into two groups: some frogs are resting in their swamp (a circle in which you can sit on the grass or on a bench), others jump and catch flies. Then the roles change.

Gradually, greater independence should be developed in children when playing this game. For example, the teacher chooses one of the children - he will lead the “frogs” to hunt for flies, while he watches their movements and says the text. The teacher can play the role of a crane or a heron, at the appearance of which the frogs hide in the swamp (run into a circle). Catching in such a game is not required to be introduced so as not to tire the children, since the game is already rich in movements. In this case, the appearance of a heron that walks around the frogs, but does not catch them, is necessary in order to prolong the rest from movements (the frogs do not crawl out of the swamp until the heron leaves) and to encourage children to act independently: they themselves must figure out what to do where to hide when you can get out of the swamp.

E. Ya. Stepanenkova. Collection of outdoor games. To work with children aged 2-7 years

Hens and chickens

Game progress. The teacher tells the children:

- The mother hen went out with the chickens for a walk. The chickens are small, yellowish, run around the hen, pecking at the grains. “Drink, drink, drink water! Drink, drink, drink water!" - the chickens squeak and scatter in different directions. And the hen is afraid that the chicks will get lost. As they move away a little, she calls them: “Cle, glue - everyone to me! Kle, kle - all to me!

The teacher depicts a chicken, and the kids - chickens. The hen sits on a chair or on a carpet, the chickens around her are in a dense group. The hen is dozing, and the chickens slowly scatter in different directions, walk, peck and say: “Drink, drink, drink water!”

It is necessary to let the kids walk around, run a little around the room or playground.

The hen woke up, but there were no chickens. She convenes them: “Kle, kle - all to me!” Chickens run to the call.

Then the game is repeated.

Rules of the game. Chickens walk or run all over the room or area. At the call of the hen, all the chickens must come running.

Game instructions. This game is suitable for the smallest children. If it is held in the yard, it is necessary to outline the boundaries of the area where the chickens can walk and run. The drawn lines will represent the fence. If the kids crowd around the teacher, they need to explain that the chickens love to look for worms and midges under the fence most of all - this will encourage the children to move around the entire area.

When repeating the game to develop greater independence, the role of the chicken is entrusted to one of the children. But at the same time, the teacher must find a convenient way to tell the hen when to call the chickens. For example, he can take on the role of a cat that wakes up a chicken with its meow, or a puppy that comes running and barks, etc.

E. Ya. Stepanenkova. Collection of outdoor games. To work with children aged 2-7 years

Chickens in the garden Material. 4 sticks; cord; stands-blocks.

If the game is played indoors, building material is used instead of sticks, cord and coasters.

Game progress. A garden is made from sticks and a cord tied to them. “Chickens” (children) want to crawl into it. Sticks should be strengthened on stands-blocks so that they do not tip over when the "hens" crawl under the fence (under the rope). On the one hand, they leave a place without a fence, so that it is convenient to run away from the garden.

The teacher pretends to be a watchman. He sits in a hut on the edge of the garden (on a chair or bench), closing his eyes, as if he were sleeping. "Chickens" crawl under the fence (under the rope) and begin to peck, run around the garden, cackle. The watchman wakes up (after waiting a bit) and drives them out of the garden: “Shoo, shoo,” and claps his hands.

The “hens” run away, and the “watchman” goes around the garden: is there a chicken somewhere else, and returns to his house.

The game is repeated.

Rules of the game. When the watchman clap his hands and say “shoo, shoo”, you have to run from the garden. You need to crawl under the rope without touching it.

Game instructions. At first, the garden can be drawn on the ground with lines, then only the first rule will need to be followed. Then you can complicate the game - introduce the second rule. If the game is played indoors, the fence can be made of building material (in one row) so that the kids jump over it (height 8-10 cm). On the one hand, it is necessary to arrange an exit from where the chickens will run away.

The role of the watchman is gradually transferred to the children: at first, you can involve them as helpers of the watchman (chasing away the chickens together), then you can transfer this role completely.

E. Ya. Stepanenkova. Collection of outdoor games. To work with children aged 2-7 years

Shaggy dog ​​Game progress. The teacher portrays a shaggy dog. Children "live" in the same house (a outlined rectangle or a place fenced with benches) or in different houses (sitting on high chairs).

The “shaggy dog” gnaws a bone, then sits in his kennel (on a high chair) or lies down on the carpet and falls asleep (closes his eyes).

Then the children, holding hands and forming one chain, creep up to him, uttering the following words:

–  –  –

The "dog" at this time should not move, even when it is lightly touched, you can stroke it only when you have finished saying the rhyme.

Unexpectedly for the children, the “dog” opens its eyes and barks, and the kids run away and hide in their house. The dog runs, barks and lays down again. The kids go out of their house again, and the game starts all over again.

Rules of the game. Children do not touch the dog until they finish saying the text. The dog does not move until it is touched.

Game instructions. It is important to calculate the distance between the “house” of the children and the “kennel” in such a way that the children do not approach it before the end of the text. Otherwise, it will be difficult for them to resist and not touch the dog ahead of time. Then there will be no order in the game.

You should gradually teach the kids not to run away ahead of time, that is, to cultivate courage and endurance. When playing this game with older children, you can reduce the distance to the kennel, introduce catching (the dog catches children), the rest of the rules remain the same.

The role of the dog is gradually transferred to children.

E. Ya. Stepanenkova. Collection of outdoor games. To work with children aged 2-7 years

Bear and bees Stuff. Hexagon fence.

Game progress. The fence standing on the site depicts a beehive in which "bees" (children) live. The teacher in the role of a bear hides behind a tree or bush.

"Bees" fly out of the hive to collect honey. They fly around the site and buzz. Suddenly a bear appears. He walks, waddling from foot to foot, sniffing the honey.

“Bees”, when it appears, fly into the hive (into a hexagon), and the “bear” approaches the hive and tries to scoop up honey with its paw. "Bees" buzz, sting a bear (they try to touch the teacher's hand when he puts it between the crossbars). The teacher pretends that the bees stung him, shakes his "paw" and runs away. The bees fly out again for honey, and the game is repeated.

Rules of the game. When a bear appears, fly to the hive (run to the hexagon fence), and when he leaves, fly out for honey. Fly all over the site and do not crowd near the fence.

Game instructions. The "bear" should hide away from the hive so that the kids are not afraid to run all over the site. To teach them to be bolder and run away from the hive, you can draw a garden (rectangle) on the ground opposite to the hexagon (approximately 25-30 steps), where the "bees" fly for honey.

The bear must give the bees the opportunity to hide in the hive - its movements are unhurried, calm, vividly depicting the image of a clubfoot gourmet bear.

E. Ya. Stepanenkova. Collection of outdoor games. To work with children aged 2-7 years

Gray wolf Game progress.

One of the players is appointed a wolf and taken to the den (for this, a part of the site is outlined), the rest of the children depict goats that graze in the meadow, pinch the grass and say:

–  –  –

After the last word is said, the "wolf" jumps out of the den and catches the goats.

When the wolf catches two goats, they appoint a new wolf and start playing again.

Rules of the game. You should run and catch only after they tell the rhyme to the end.

Game instructions. This game should be played in spring or summer, when the kids are not constrained by extra clothes and when they can safely jump and run in a team. The game requires more endurance and independence than the previous ones, since catching is introduced here. In addition, the children themselves must remember the rules of the game and the sequence of actions; in previous games, the teacher reminded them of the upcoming actions.

When the children get acquainted with the game, it is important that the teacher be a goat with them and pronounce the text. By his example, he will help the kids to understand the rules of the game.

In the future, the participation of the educator in this role is optional - he can be a wolf or a grandmother who drives the goats to graze. The latter role makes it possible to participate in the game only for the pleasure of children, who basically independently perform all the movements, follow the rules of the game. They need help mainly in choosing who will be the wolf. They can be the one who is called by the previous wolf or all the children, or the one who is chosen with the help of a counting rhyme.

E. Ya. Stepanenkova. Collection of outdoor games. To work with children aged 2-7 years

Bubble Game progress. Children stand in a tight circle and “inflate a bubble”: tilting their heads, they blow into fists, made up one under the other - with a tube. At the same time, they straighten up and take in air, and then, bending over again, say “ffff”, blowing air into their tube (the action is repeated only 2-3 times). With each inflation, the children take a step back, as if the bubble had inflated a little.

Then everyone joins hands and gradually widens the circle, moving backwards and saying the following words:

Blow up, bubble, Blow up, big... Stay like this, Don't burst.

While the children are saying the text, a large stretched circle is formed. The teacher says that the bubble turned out to be beautiful, large, and goes to check whether the bubble is well inflated, whether it is strong (at the same time, he joins the hands of his closest neighbors and enters the circle). The teacher touches each pair of joined hands and stops in some place and says: “Air, come out.” All children, without letting go of their hands, run to the center, saying "ts ... ts ...". The bubble is then inflated again and the game is repeated from the beginning.

If you repeat, you can end the game differently. You could say, "The bubble has burst."

Then the children break their clasped hands and squat down, say "clap!" and make cotton with their hands. The teacher goes to fix the bubble: he goes around the children and touches everyone, the child who was touched by the teacher gets up and goes to the center. Gradually, a small circle forms again, and you can start the game again.

Game instructions. This game works especially well in a mixed group where there are older children, or in cases where children come to visit the little ones. senior group and play together.

You can play with some kids, but this is not the game with which you should start the first collective games with the rules.

It's best to introduce the kids to the game, starting with a small group during a walk and then gradually embracing the rest of the children (moving back in a circle of kids is usually difficult - they break the circle, and the harmony of the game is broken).

E. Ya. Stepanenkova. Collection of outdoor games. To work with children aged 2-7 years

Catch up with the bear Material. Big teddy bear.

Game progress. The teacher has a bear in his hands. He comes up to the kids sitting on the chairs and says:

- Now the bear will show who will catch him.

Bypasses the kids and touches 2-3 children with a bear's paw. The command “catch the bear!” Follows, and the teacher runs with the bear in his arms, and the selected children catch up with him.

After running a little, the teacher allows himself to be caught. Those who caught the bear take it by the paws and lead it to the children. The bear again shows who to catch up with. So all the children take turns catching the bear. Gradually, the number of catchers increases so that you do not have to wait long for your turn.

In the end, all the children catch the bear. The teacher says:

- Now the bear will rest, he is tired of running.

The game ends.

Rules of the game. You can only catch up with those who have been touched by the bear. Those whom the bear did not choose should sit quietly on the bench, waiting in line.

Game instructions. This game can be played indoors, and on a warm day - in the yard.

The teacher should not run very fast and not particularly far. New children should catch up every time.

E. Ya. Stepanenkova. Collection of outdoor games. To work with children aged 2-7 years

Run to me Game progress. Children sit in a row on chairs near one of the walls of the room or on the edge of the playground.

- Run to me!

At the same time, he beckons them with his hands:

- Run, run, run!

The children run, and the teacher embraces them with outstretched arms and says:

- Have you come running? Well, now run back.

Children run to chairs and sit on them.

When everyone calms down and rests, the teacher calls again:

- Rested? Well, run back to me!

The game is repeated.

Rules of the game. Run only when the teacher calls. When she says to run back, you have to run to the chairs and sit down.

Game instructions. This game is very primitive in its movements and rules. At the same time, she organizes the kids well and gives them pleasure. Such a game can be played with the youngest children who first entered kindergarten.

In the future, you can make various additions to it, which will serve as a rest after running and add variety to it. For example, when the children sit on the chairs, the teacher goes to visit them.

Offers children:

Show me your hands.

The children stretch out their hands, and the teacher “puts a candy” to each (lightly claps his palm). Another time, he asks to show the legs and, touching their knees with his fist, says “knock, knock!”. The rest of the game is played as described above.

Game variant. Children sit on chairs. The teacher moves away and calls:

- Run to me, horses!

Children run to the teacher, raising their legs higher. The second time the teacher calls the bunnies, and the children jump on two legs to her (you need to get closer to them). For the third time, the teacher calls the kittens, and the children run to him on all fours.

This option is more complex in movements and is carried out with older children. When playing with younger children, some movements can be changed if they seem difficult. For example, instead of horses, birds can fly in, instead of bunnies, chickens can come running, etc.

After these words, the ball runs away, and the teacher or whoever he calls catches it. If several children are playing, they stand around the ball and jump with it. When the ball runs away, the children catch it. Whoever catches it first becomes the ball and goes to the middle of the circle.

Game instructions.

You can play without catching, then the teacher uses other words:

–  –  –

E. Ya. Stepanenkova. Collection of outdoor games. To work with children aged 2-7 years

Fifteen with ribbons Material. Multi-colored ribbons according to the number of players.

Game progress. A ribbon is attached to the back of each of the playing children (to the collar).

The teacher becomes a tag. Children scatter in all directions, and the tag catches them.

The teacher gives the children a little run, then pulls the ribbon out from behind the collar of one of the children. The one who has lost the ribbon becomes a tag, and the teacher attaches his ribbon to his belt. The tag pulls out someone else's ribbon and attaches it to itself by the collar, and a new tag catches the children, etc.

Rules of the game. The children run away from the tag, preventing him from pulling out the ribbon.

The one who loses the ribbon becomes a tag.

Game instructions. This game teaches kids to run away from the catcher, while usually they, on the contrary, spin around him so that they will be caught sooner. In addition, children love to run around with their multi-colored “tails” waving, which make the game colorful and especially fun.

E. Ya. Stepanenkova. Collection of outdoor games. To work with children aged 2-7 years

Who will run faster Material. A flag as a guide (you can use a tree or a bush for a walk).

Game progress. All kids stand in one row.

The teacher shows them a tree or a flag visible to everyone and says:

- Who is more likely to run to the Christmas tree (birch, flag, etc.)?

Children (together with the teacher) clap their hands 3 times and run. Then they return, and the game is repeated, but the place where you need to run changes (the flag is moved to another place, instead of one tree, another is planned, etc.).

Rules of the game. You need to run to the indicated place. Clap your hands 3 times before running.

Game instructions. The game can be played outdoors different time of the year. In summer, you can run to the flowers collected by children in bouquets and laid out in a row (at intervals) on the grass or on a bench.

You can connect the game with distinguishing trees (once run to the Christmas tree, another time to the birch). Children should be placed more freely so that they do not interfere with each other while running.

Ensuring that children follow the second rule of the game and do not run until they clap 3 times should be gradual.

If there are a lot of players, they can be divided into two groups: some are running, others are resting and watching at this time. When the first group reaches the right place, they can sit there and rest after the run. At the same time, they will follow who will run earlier from the children of the second group.

The distance should be small, about 25-30 steps, so that the kids do not get tired.

The playground where children run should be flat, without stumps and pits. Toddlers must be warned to look under their feet when they run. If the children are very young, a change is made to the game: it is necessary to say not “who will run first”, but “let's run to the flag” (or flowers, etc.), focusing not on speed, but on where to run.

If the game is being played for the first time, the teacher must first walk with the children to the place where they need to run, so that everyone understands what is required of him. You can ask 1-2 children to run to this place and see where they run.

E. Ya. Stepanenkova. Collection of outdoor games. To work with children aged 2-7 years

Ball game Material. Bright big ball.

Game Options

1. Children sit on the floor in a circle and roll the ball towards each other. The teacher shows the children how to push the ball with both hands so that it rolls in the right direction.

2. Children stand in a semicircle, and the teacher throws the ball to them in turn. If the child catches the ball, he squats down and rolls the ball back to the teacher. If not caught, he runs after the ball and brings it to the teacher.

3. The teacher takes the ball and invites 2-3 children to play with it. Children stand against the teacher at a distance of 80-100 cm. The teacher alternately throws the ball, commanding "catch!". Children catch the ball and throw it back to the teacher.

Game instructions. The game runs more lively with a group of 8-10 people. It is desirable that the balls are different. If this is not possible, a rule is introduced - to catch up with any ball, without making out who threw it.

E. Ya. Stepanenkova. Collection of outdoor games. To work with children aged 2-7 years

To visit the dolls Material. Dolls (according to the number of players).

Game progress. Dolls (8-10, according to the number of players) sit on chairs on the carpet. Having invited the children to play, the teacher says that now they will go to visit the dolls, and shows where the dolls are sitting. Children, together with the teacher, calmly approach the dolls, greet them. The teacher offers to take dolls and dance with them. After jumping a little with the dolls, the children put them in their place and return "home".

When repeating the game, children can go to visit the bears, hares (the teacher first places them in another part of the room). With these toys, children return "home" and play with them as they want.

E. Ya. Stepanenkova. Collection of outdoor games. To work with children aged 2-7 years

Where does it ring?

Material. Bell.

Game progress. The children are facing the wall. The teacher's assistant hides at the other end of the room and rings the bell. The teacher tells the children: "Listen to where it rings and find the bell." When the children find the bell, the teacher praises them, and then invites them to turn back to the wall. The teacher's assistant rings the bell again, hiding in another place.

E. Ya. Stepanenkova. Collection of outdoor games. To work with children aged 2-7 years

Along the path (path) Material. When playing indoors: a few flags or toys.

Game progress. The teacher calls the children to him and shows which smooth path is drawn (two parallel lines at a distance of 20-30 cm). Then the children are invited to walk along this path, but do not go beyond the line. Children follow each other in the same direction and come back in the same order.

This game is great to play outside. It is better to involve 5-6 people in the game at the same time so that the children do not run into each other.

In autumn, on the site, you can direct the path to the tree, inviting the children to walk along it and bring 2-3 leaves. This will revive the game. Indoors, you can place flags or some toys at the end of the path for children to bring them.

Rules. Moving along the path, do not go beyond the line. Move back and forth in the same order, do not push.

E. Ya. Stepanenkova. Collection of outdoor games. To work with children aged 2-7 years

On the bridge over the stream Material. Board 2-3 m long, 25-60 cm wide.

Game progress.

The teacher draws two lines (cords can be used indoors) and tells the children that this is a river, then puts a board, a bridge across it, and offers:

Let's learn to walk on the bridge!

Observing that the children walk only along the board without bumping into each other, the teacher reminds them that they must walk carefully so as not to fall into the river. Children walk along the board in one direction and the other 2-3 times.

Rules. Walk along the bridge carefully, trying not to fall "into the river", not to push.

E. Ya. Stepanenkova. Collection of outdoor games. To work with children aged 2-7 years

Bring the flag (Step over the stick) Stuff. Flags (according to the number of players).

Game progress. Having gathered a group of children (4-6 people), the teacher shows them the flags and invites them to play with them. Children stand near the line drawn at some distance from the wall. On the opposite side of the site (room), the teacher puts a chair and puts flags on it. Sticks (2-3) are laid out between the line and the chair at a distance of 1 m from each other. The teacher alternately calls those who will follow the flag, and makes sure that everyone carefully steps over the obstacles. Taking one flag from the chair, the child returns in the same way.

When all the children return with flags, the teacher offers to raise them and march (the teacher can rhythmically hit the tambourine or say “one-two, one-two”).

Then the game is played with another group of children.

Rules. Only the one named should follow the flag. Take only one flag from the chair.

E. Ya. Stepanenkova. Collection of outdoor games. To work with children aged 2-7 years

Catch up with the ball Material. Basket with balls (the number of balls corresponds to the number of participants).

In a variant of the game, multi-colored wooden or plastic balls are used instead of balls.

Game progress. The teacher shows the children a basket of balls and offers to stand next to it along one of the sides of the playground. Then with the words "catch up with the balls!" throws them out of the basket, trying to make them roll in different directions, away from the children. Children run after the balls, take them and put them in the basket.

E. Ya. Stepanenkova. Collection of outdoor games. To work with children aged 2-7 years

End of introductory segment.

Text provided by LitRes LLC.

Read this book in its entirety by purchasing the full legal version on LitRes.

"Extreme") Partners of the action: companies and entrepreneurs...» [email protected] UDC 070.11+616.071 © Shumskaya E.I., 2015 © Shumskaya EI, 2015 SOCIO-ETHIC AND LEGAL LEGAL PROBLEMS IN PROBLEMS IN THE MEDICA...” provided by the copyright holder http://www.litres.ru/pages ..."

«PETROL LAWN MOWER KMT125P KMT145S KMT175S KMT200S OPERATING MANUAL Dear customer! Thank you for purchasing a Hammerflex lawn mower. All Hammerflex products are designed and manufactured to the highest quality standards. For efficient and safe...»

“DEDICATED TO THE 200TH ANNIVERSARY OF THE BATTLE OF BORODINO, the experiment can be fundamentally regarded as informative criteria for the potential risk of developing allergopathology for the personnel of objects for the storage and destruction of chemical weapons. A.Yu. Lomtev1,3, G.B. Eremin1,2,3, N.A. Mozzhukhina1, V.A. Nikonov 1 M.Yu. Kombarova2 ORGANIZATIONAL...»

CURRENT PROBLEMS OF THE THEORY AND PRACTICE OF MODERN PSYCHOLOGY LABOR OUTPUT (IN CREDIT UNITS) 2 Direction of preparation 030300.68 Psychology Profile ... "Textbook on configuring the Experion Vista system Edition 301 51-52-07-01 September 6, 2007 Revision 1.0 Comments and trade marks Copyright 2007 Moscow" Institute of Higher Professional Education Department of Law APPROVED Vice-Rector for Academic and scientific work Aleksandrov A.A. "_" _ 2015 Working programm...» studies of the right bank of the middle reaches of the river. Kama River within the Udmurt Autonomous Soviet Socialist Republic, there were more or less...» PROPOSALS from non-profit organizations of the Republic of Belarus to improve the legislation on foreign gratuitous aid Currently, a project is being developed in the Republic of Belarus...»
The materials of this site are posted for review, all rights belong to their authors.
If you do not agree that your material is posted on this site, please write to us, we will remove it within 1-2 business days.

Mobile game as a means of harmonious development of the child

An outdoor game with rules is a conscious motor active activity of a child, characterized by accurate and timely fulfillment of tasks related to the rules that are mandatory for all players. According to P. Lesgaft, an outdoor game is an exercise through which a child prepares for life. Fascinating content, emotional richness of the game encourage the child to certain mental and physical efforts.
The specificity of the outdoor game is the lightning-fast, instantaneous response of the child to the signals "catch!", "Run!" "stop!" and etc.
An outdoor game is an indispensable means of replenishing a child's knowledge and ideas about the world around him, developing thinking, ingenuity, dexterity, dexterity, and valuable moral and volitional qualities. When conducting an outdoor game, unlimited possibilities are created for the complex use of various methods aimed at shaping the child's personality. During the game there is not only an exercise in the existing motor skills, their consolidation and improvement, but also the formation of personality traits.
Many domestic scientists were engaged in the search for ways of harmonious development of children. So, in the system of physical education created by P. Lesgaft, the principle of harmonious development was fundamental, and the physical and spiritual forces of a person were considered as qualitatively different aspects of a single life process, which makes it possible to form people of an “ideally normal type”. According to P. Lesgaft, harmonious development is possible only with a scientifically based system of physical education and upbringing, in which the principle of awareness prevails.
Consciousness of movements provides the possibility of their rational and economical use, execution with the least expenditure of effort and with the greatest effect, and also contributes to the spiritual development of a person.
Numerous studies prove that the character, thoughts, feelings of a person are reflected in the form of a “muscular shell” on the body (M. Alexander, W. Reich, M. Feldenkrais, etc.), therefore, in order to implement the tasks of harmonious development, it is important to understand how our body works . The teacher should teach children to move naturally, gracefully, in accordance with the constitution of the body and individual abilities.
Harmonious development occurs with a holistic, comprehensive, balanced realization of all the potential capabilities of a person. One-sided development is detrimental to the individual and often borders on a psychological or physical illness.
The child realizes freedom of action in outdoor games, which are a factor in the formation of physical culture. In pedagogical science, outdoor games are considered as the most important means of the comprehensive development of the child. The deep meaning of outdoor games is in their full-fledged role in the physical and spiritual life, the significance in the history and culture of every nation. An outdoor game can be called the most important educational institution, contributing both to the development of physical and mental abilities, and to the development of moral norms, rules of conduct, and ethical values ​​of society.
Outdoor games are one of the conditions for the development of a child's culture. In them, he comprehends and cognizes the world around him, in them his intellect, fantasy, imagination develop, social qualities are formed. Outdoor games are always a creative activity in which the natural dexterity of a child in movement, the need to find a solution to a motor problem is manifested. Playing, the child not only learns the world around him, but also transforms it.
Children of preschool age imitate everything they see in the game. However, in the outdoor games of children, first of all, it is not communication with peers that is reflected, but a reflection of the life of adults or animals: they fly with pleasure like sparrows, wave their arms like a butterfly with wings, etc. The desire to spiritualize inanimate nature is explained by the child’s desire to give depicted in the game image of a living character. When he gets used to the image, the mechanisms of empathy turn on and, as a result, morally valuable personal qualities are formed: empathy, complicity, ownership. Due to the developed ability to imitate, most of the outdoor games of younger preschoolers are of a plot nature.
In the fifth year of life, the nature of children's play activity changes. They begin to be interested in the result of an outdoor game, they strive to express their feelings, desires, realize their plans, creatively reflect the accumulated motor and social experience in their imagination and behavior. However, imitation and imitation continue to play an important role in the older preschool age.
Outdoor games are characterized by the presence of moral content. They bring up goodwill, desire for mutual assistance, conscientiousness, organization, initiative. In addition, outdoor games are associated with great emotional uplift, joy, fun, and a sense of freedom. Outdoor games of different content make it possible to trace the variety of approaches to finding ways for the harmonious development of children. It is conditionally possible to distinguish several types of outdoor games that contribute to the comprehensive development of preschoolers in different ways and carry a different social orientation. Catch-type games are inherently creative in nature, based on excitement, motor experience and strict adherence to the rules. Running away, chasing, dodging, children mobilize their mental and physical strength to the maximum, while they independently choose methods that ensure the effectiveness of play actions, improve psychophysical qualities.
Games that require inventing movements or instant termination of action on a game signal encourage children to individual and collective creativity (inventing combinations of movements, simulating the movements of vehicles, animals).
Such games are at the same time an exercise for the will, attention, thought, feeling and movement. Particular attention is paid to the expressiveness of actions invented by children that activate mental processes, carry out sensory corrections, role training, form psychosomatic and emotional spheres, developing empathy mechanisms. Children convey the character and images of the characters in the game, their moods, relationships. At the same time, mimic and large muscles are trained, which contributes to the release of endorphins (hormone of joy), which improve the condition and vital activity of the body.
Ball games play a particularly important role in working with children. The child, while playing, performs a variety of manipulations with the ball: aims, hits, tosses, throws, combines movements with claps, various turns, etc. These games develop the eye, motor coordination functions, improve the activity of the cerebral cortex. According to A. Lowen, hitting the ball improves mood, relieves aggression, helps to get rid of muscle tension, and causes pleasure. Pleasure, in his opinion, is the freedom of movement from muscle tension.
Games with elements of competition require the correct pedagogical management of them, which implies the observance of a number of conditions:
each child participating in the game must have a good command of the motor skills (climbing, running, jumping, throwing, etc.) in which they compete in the game. This principle is also fundamental in relay races. It is also important to objectively evaluate the activities of children when summing up the results of the game: it is necessary to evaluate the achievements of the child in relation to himself, that is, his own achievements, because each child has his own characteristics, his own abilities, determined by the state of health, sensory and motor experience.
In games like "Blind Man's Bluff", "Guess by Voice" analyzer systems are improved, sensory corrections are carried out.
Thus, playing and implementing various forms of activity, children learn about the world around them, themselves, their body, their capabilities, invent, create, while developing harmoniously and holistically.
In the formation of a diversified personality of a child, outdoor games with rules play an important role. They are considered as the main means and method of physical education. Outdoor games have a healing effect on the child's body - he exercises in a wide variety of movements: running, jumping, climbing, climbing, throwing, catching, dodging, etc. At the same time, breathing, metabolic processes in the body are activated, this, in turn, has a fruitful effect on mental activity. The healing effect of outdoor games is enhanced when they are held outdoors.
It is extremely important to take into account the role of growing tension, joy, strong feelings and undying interest in the results of the game that the child experiences. Enthusiasm for the game not only mobilizes his physiological resources, but also improves the effectiveness of movements. The game is an indispensable means of developing and improving movements; formation of speed, strength, endurance, coordination of movements. In mobile play as a creative activity, nothing fetters the child's freedom of action, he is relaxed and free.
The role of outdoor play in mental education is great: children learn to act in accordance with the rules, act consciously in a changed game situation and learn about the world around them; master spatial terminology. During the game, memory, ideas are activated, thinking, imagination develop. Children learn the meaning of the game, memorize the rules, learn to act in accordance with the chosen role, creatively apply the existing motor skills, learn to analyze their actions and the actions of their comrades. Outdoor games are often accompanied by songs, poems, counting rhymes, game beginnings. Such games replenish vocabulary, enrich children's speech.
Of great importance are outdoor games in the moral education of preschoolers. Children learn to act in a team, to obey the general requirements. The guys perceive the rules of the game as a law; their conscious fulfillment forms the will, develops self-control, endurance, the ability to control one's actions and behavior. Honesty, discipline, justice are formed in the game. An outdoor game teaches sincerity, camaraderie. Obeying the rules of the game, children learn to be friends, empathize, help each other.
Skillful, thoughtful management of the game by the teacher contributes to the education of an active creative personality. In outdoor games, the aesthetic perception of the world is improved. Children learn the beauty of movements, their imagery; master poetic, figurative speech; they develop a sense of rhythm.
An outdoor game prepares for work: children make game attributes, arrange and put them away in a certain sequence, improve their motor skills necessary for future work.
Thus, an outdoor game is an indispensable means of replenishing a child's knowledge and ideas about the world around him; development of thinking, ingenuity, dexterity, skill, valuable moral and volitional qualities. When conducting an outdoor game, there are unlimited possibilities for the complex use of various methods aimed at shaping the child's personality. During the game, there is not only an exercise in existing skills, but also the formation of new mental processes, new personality traits.
Outdoor games as a means of physical education contribute to the improvement of the child through outdoor games, and also activate creative activity, independence, manifestations of looseness, freedom in solving game problems.
As a method of physical education, an outdoor game helps to consolidate and improve the child's movements.

Features of outdoor games

Outdoor games are classified by age, by the degree of mobility of the child in the game (games with low, medium, high mobility), by type of movement (games with running, throwing, etc.), by content (outdoor games with rules and sports games) .
The following classification of games is accepted in the theory and methodology of physical education.
Mobile games with rules include plot and non-plot games. For sports games - basketball, gorodki, table tennis, hockey, football, etc.
Plot outdoor games reflect a life or fairy-tale episode in a conditional form. The child is fascinated by game images. He is creatively embodied in them, depicting a cat, a sparrow, a car, a wolf, a goose, a monkey, etc.
Narrative outdoor games contain motor game tasks that are interesting for children, leading to the achievement of the goal. These games are divided into games such as running, traps; games with elements of competition (“Who will run to his flag sooner?” Etc.); relay games (“Who will pass the ball sooner?”); games with objects (balls, hoops, cerso, skittles, etc.). In working with the youngest children, fun games are used (“Paladushki”, “Horned Goat”, etc.).
The methodology for conducting outdoor games includes unlimited possibilities for the complex use of various techniques aimed at shaping the child's personality, skillful didactic guidance of the game.
Of particular importance are the professional training of the educator, pedagogical observation and foresight. Stimulating the child's interest in the game, captivating him with game activities, the teacher notices and highlights significant factors in his development and behavior; determines (sometimes by separate strokes) real changes in knowledge, skills and abilities. It is important to help the child consolidate the positive qualities and gradually overcome the negative ones. Pedagogical observation, love for children allow the teacher to carefully choose methods for managing their activities, correct the child's behavior and his own; create a joyful, friendly atmosphere in the group. Children's joy that accompanies the game contributes to the formation of the physical, mental, spiritual, aesthetic and moral qualities of the child.
The technique of conducting an outdoor game is aimed at educating an emotional, consciously acting child to the best of his ability and owning a variety of motor skills. Under the benevolent, attentive guidance of the educator, a creatively thinking person is formed who knows how to navigate in the environment, actively overcome the difficulties encountered, show a benevolent attitude towards comrades, endurance, self-control.
A prerequisite for the successful conduct of outdoor games is to take into account the individual characteristics of each child. Behavior in the game largely depends on the existing motor skills, typological features of the nervous system. Active motor activity trains the child's nervous system, helps to balance the processes of excitation and inhibition.
The selection of outdoor games depends on the working conditions of each age group: the general level of physical and mental development of children, their motor skills; the state of health of each child, his individual typological characteristics, the time of year, the daily routine, the place where the games are held, the interests of the children.
When selecting story-based outdoor games, one should take into account the formation of children's ideas about the plot being played. A prerequisite for preparing a teacher for outdoor games is the preliminary learning of the movements of both imitation and physical exercises, the actions that children perform in the game. The teacher pays attention to the correct, uninhibited, expressive performance of motor actions. For a better understanding of the game plot, the teacher conducts preliminary work: reads works of art, organizes observations of nature, animals, the activities of people of various professions (drivers, athletes, etc.), watching videos, films and filmstrips, conversations. The teacher pays considerable attention to the preparation of the attributes of the game - he makes the attributes together with the children or in their presence (depending on age).
It is important to properly organize the game in relation to the content, the sequence of tasks. The game can be played simultaneously with all children or with a small group. The teacher varies the ways of organizing games depending on their structure and nature, the location of the movements. Thinks over ways to gather children for the game and introduce game attributes.
Familiarization of children with a new game is carried out clearly, concisely, figuratively, emotionally and lasts 1.5–2 minutes. Explanation of the plot mobile game, as already noted, is given after preliminary work on the formation of ideas about game images.
The subject of outdoor games is diverse: it can be episodes from people's lives, natural phenomena, imitation of the habits of animals. In the course of explaining a new game, a game goal is set for the children, which contributes to the activation of thinking, awareness of the game rules, the formation and improvement of motor skills. When explaining the game, a short figurative plot story is used. It changes in order to better transform the child into a playful image, to develop expressiveness, beauty, gracefulness of movements, fantasy and imagination. The plot story is similar to a fairy tale that evokes a recreating imagination in children - a visual perception of all the situations of the game and actions that stimulate them to emotional perception.
The plot of the story, its content should be clear to children, so the use of this technique requires the teacher to plan and think through the previous work so that the children have an idea of ​​the plot being played out. The teacher conducts observations in nature, a living corner of the behavior of birds, animals; reads fiction, shows filmstrips, videos, films, making presentations necessary for the successful conduct of the game. Instead of a situational explanation of the game, the teacher uses a little fairy tale or plot story before the first game, which includes the rules of the game and a signal. Their explanation takes the same 1.5-2 minutes allotted by the method, and sometimes less. The educational effect of such an explanation is high - children develop a recreating imagination, fantasy. The plot story contributes to the entry into the image, the development of expressiveness of movements. The rules, the signal, are woven into the explanation of the game.
Narrative stories are used in all age groups. It is often difficult for a teacher to come up with an explanation for a game. To facilitate the task, you can use verses. For example:

The chicken came out
She has yellow chicks with her.
The hen quacks:
"Ko-ko, don't go far."

Children-"chickens" walk on the lawn, collect grains for the driver, drink some water from the puddle. Approaching the cat driver, the chicken (teacher) says:

On the bench, by the path,
The cat lay down and dozes.

The "chickens" come close to the "cat", the "chicken" says:

The cat opens its eyes (Meows: - “Meow-meow.”)
And the chickens are chasing.

Explaining a non-plot game, the teacher reveals the sequence of game actions, game rules and a signal. He indicates the location of the players and game attributes using spatial terminology (in the younger groups with a reference to the subject, in the older ones without it). When explaining the game, the teacher should not be distracted by comments to the children. With the help of questions, he checks how the children understood the game. If they understand the rules, then the game is fun and exciting.
Explaining games with elements of competition, the teacher clarifies the rules, game techniques, conditions of the competition. Expresses confidence that all children will try to cope well with the performance of game tasks, which involve not only high-speed, but also high-quality performance (“Who will run to the flag faster”, “Which team will not drop the ball”). The correct execution of movements gives children pleasure, causes a sense of confidence and a desire for improvement.
By uniting those playing in groups, teams, the teacher takes into account the physical development and individual characteristics of children. In teams selects guys who are equal in strength; to activate insecure, shy kids combines them with bold and active guys.
Children's interest in games with elements of competition increases if they put on a uniform, choose team captains, a referee and his assistant. For the correct and quick completion of tasks, teams receive points. The result of the calculation determines the assessment of the quality of the tasks and collective actions of each team. Conducting games with elements of competition requires great pedagogical tact, objectivity and fairness in assessing the activities of teams that promote friendliness and camaraderie in the relationship of children.
The educator's leadership of an outdoor game also consists in the distribution of roles. The teacher can appoint a driver, choose with the help of a rhyme, or invite the children to choose the driver themselves and then ask them to explain why they entrust the role to this particular child; can take a leading role or choose someone who wants to be a leader. In the younger groups, the role of the leader is initially performed by the educator, doing it emotionally, figuratively. Gradually, the role of the leader begins to be entrusted to children.
During the game, the teacher pays attention to the children's compliance with the rules, carefully analyzes the reasons for their violation. A child can break the rules of the game if he did not understand the teacher's explanation accurately enough, really wanted to win, was inattentive, etc. The teacher must monitor the movements, relationships, load, emotional state of the children in the game.
Considerable attention should be paid to the options of outdoor games, which allow not only to increase interest in the game, but also to complicate mental and physical tasks; improve movements, improve the psychophysical qualities of the child.
Initially, the teacher invents the options for the game himself or selects from collections of outdoor games. At the same time, the rules should be gradually complicated. For example, the teacher intonation varies the signaling interval: "One, two, three, catch!", "One - two - three - catch!" etc.; it can change the location of children and physical education aids in the game; choose several drivers; include rules in the game that require restraint, self-control, etc. from the child.
Gradually, children are also involved in the compilation of options, which contributes to the development of children's creativity.
Leading the game, the teacher forms the correct self-esteem, friendly relationships, friendship and mutual assistance, teaches children to overcome difficulties. P. Kapterev called overcoming difficulties moral hardening, linking it with the formation of a high spiritual potential. Proper pedagogical guidance of the game helps the child to understand himself, his comrades, ensures the development and realization of his creative powers, has a psychocorrective, psychotherapeutic effect.
Summing up the game, the teacher marks the children who performed their roles well, showed ingenuity, endurance, mutual assistance, and creativity.
Noting the actions of children who violated the conditions and rules of the game, the teacher expresses confidence that the next time the guys will try and play better.

Conducting outdoor games in different age groups

The child's play activity begins to develop at an early age. In order for the kids to play fully, it is necessary to create a pedagogically expedient external environment for them, to choose the right toys. Children of the second year of life are very mobile. To meet their need for movement, it is necessary to have a slide, benches, boxes and other benefits on the site. Children should be given enough space to run, climb stairs, slide down slides, etc., play hide and seek, catch up.
In the games of children older than one and a half years, signs of imitation of adults can be seen. Given this, the teacher involves them in games with the help of toys, tries to arouse interest with an emotional figurative explanation. In younger groups, story games and the simplest non-story games such as "Traps", as well as fun games, are most often used. Toddlers are attracted to the game mainly by the process of action: they are interested in running, catching up, throwing, etc. It is important to teach them to act exactly on a signal, to obey the simple rules of the game. The success of the game depends on the teacher. He should interest children, give patterns of movements. The teacher performs the leading roles in the game himself or entrusts the most active child, sometimes preparing one of the children from the older groups for this. It is important to remember that the driver only pretends to catch children:
this pedagogical technique is used so that the kids do not get scared and they do not lose interest in the game.

Current page: 1 (total book has 14 pages) [accessible reading excerpt: 10 pages]

Collection of mobile games. To work with children 2-7 years old

Methodology for outdoor games

Mobile game as a means of harmonious development of the child

An outdoor game with rules is a conscious motor active activity of a child, characterized by accurate and timely fulfillment of tasks related to the rules that are mandatory for all players. According to P. Lesgaft, an outdoor game is an exercise through which a child prepares for life. Fascinating content, emotional richness of the game encourage the child to certain mental and physical efforts.

The specificity of the outdoor game is the lightning-fast, instantaneous response of the child to the signals "catch!", "Run!" "stop!" and etc.

An outdoor game is an indispensable means of replenishing a child's knowledge and ideas about the world around him, developing thinking, ingenuity, dexterity, dexterity, and valuable moral and volitional qualities. When conducting an outdoor game, unlimited possibilities are created for the complex use of various methods aimed at shaping the child's personality. During the game there is not only an exercise in the existing motor skills, their consolidation and improvement, but also the formation of personality traits.

Many domestic scientists were engaged in the search for ways of harmonious development of children. So, in the system of physical education created by P. Lesgaft, the principle of harmonious development was fundamental, and the physical and spiritual forces of a person were considered as qualitatively different aspects of a single life process, which makes it possible to form people of an “ideally normal type”. According to P. Lesgaft, harmonious development is possible only with a scientifically based system of physical education and upbringing, in which the principle of awareness prevails.

Consciousness of movements provides the possibility of their rational and economical use, execution with the least expenditure of effort and with the greatest effect, and also contributes to the spiritual development of a person.

Numerous studies prove that the character, thoughts, feelings of a person are reflected in the form of a “muscular shell” on the body (M. Alexander, W. Reich, M. Feldenkrais, etc.), therefore, in order to implement the tasks of harmonious development, it is important to understand how our body works . The teacher should teach children to move naturally, gracefully, in accordance with the constitution of the body and individual abilities.

Harmonious development occurs with a holistic, comprehensive, balanced realization of all the potential capabilities of a person. One-sided development is detrimental to the individual and often borders on a psychological or physical illness.

The child realizes freedom of action in outdoor games, which are a factor in the formation of physical culture. In pedagogical science, outdoor games are considered as the most important means of the comprehensive development of the child. The deep meaning of outdoor games is in their full-fledged role in the physical and spiritual life, the significance in the history and culture of every nation. An outdoor game can be called the most important educational institution, contributing both to the development of physical and mental abilities, and to the development of moral norms, rules of conduct, and ethical values ​​of society.

Outdoor games are one of the conditions for the development of a child's culture. In them, he comprehends and cognizes the world around him, in them his intellect, fantasy, imagination develop, social qualities are formed. Outdoor games are always a creative activity in which the natural dexterity of a child in movement, the need to find a solution to a motor problem is manifested. Playing, the child not only learns the world around him, but also transforms it.

Children of preschool age imitate everything they see in the game. However, in the outdoor games of children, first of all, it is not communication with peers that is reflected, but a reflection of the life of adults or animals: they fly with pleasure like sparrows, wave their arms like a butterfly with wings, etc. The desire to spiritualize inanimate nature is explained by the child’s desire to give depicted in the game image of a living character. When he gets used to the image, the mechanisms of empathy turn on and, as a result, morally valuable personal qualities are formed: empathy, complicity, ownership. Due to the developed ability to imitate, most of the outdoor games of younger preschoolers are of a plot nature.

In the fifth year of life, the nature of children's play activity changes. They begin to be interested in the result of an outdoor game, they strive to express their feelings, desires, realize their plans, creatively reflect the accumulated motor and social experience in their imagination and behavior. However, imitation and imitation continue to play an important role in the older preschool age.

Outdoor games are characterized by the presence of moral content. They bring up goodwill, desire for mutual assistance, conscientiousness, organization, initiative. In addition, outdoor games are associated with great emotional uplift, joy, fun, and a sense of freedom. Outdoor games of different content make it possible to trace the variety of approaches to finding ways for the harmonious development of children. It is conditionally possible to distinguish several types of outdoor games that contribute to the comprehensive development of preschoolers in different ways and carry a different social orientation. Catch-type games are inherently creative in nature, based on excitement, motor experience and strict adherence to the rules. Running away, chasing, dodging, children mobilize their mental and physical strength to the maximum, while they independently choose methods that ensure the effectiveness of play actions, improve psychophysical qualities.

Games that require inventing movements or instant termination of action on a game signal encourage children to individual and collective creativity (inventing combinations of movements, simulating the movements of vehicles, animals).

Such games are at the same time an exercise for the will, attention, thought, feeling and movement. Particular attention is paid to the expressiveness of actions invented by children that activate mental processes, carry out sensory corrections, role training, form psychosomatic and emotional spheres, developing empathy mechanisms. Children convey the character and images of the characters in the game, their moods, relationships. At the same time, mimic and large muscles are trained, which contributes to the release of endorphins (hormone of joy), which improve the condition and vital activity of the body.

Ball games play a particularly important role in working with children. The child, while playing, performs a variety of manipulations with the ball: aims, hits, tosses, throws, combines movements with claps, various turns, etc. These games develop the eye, motor coordination functions, improve the activity of the cerebral cortex. According to A. Lowen, hitting the ball improves mood, relieves aggression, helps to get rid of muscle tension, and causes pleasure. Pleasure, in his opinion, is the freedom of movement from muscle tension.

Games with elements of competition require the correct pedagogical management of them, which implies the observance of a number of conditions:

each child participating in the game must have a good command of the motor skills (climbing, running, jumping, throwing, etc.) in which they compete in the game. This principle is also fundamental in relay races. It is also important to objectively evaluate the activities of children when summing up the results of the game: it is necessary to evaluate the achievements of the child in relation to himself, that is, his own achievements, because each child has his own characteristics, his own abilities, determined by the state of health, sensory and motor experience.

Thus, playing and implementing various forms of activity, children learn about the world around them, themselves, their body, their capabilities, invent, create, while developing harmoniously and holistically.

In the formation of a diversified personality of a child, outdoor games with rules play an important role. They are considered as the main means and method of physical education. Outdoor games have a healing effect on the child's body - he exercises in a wide variety of movements: running, jumping, climbing, climbing, throwing, catching, dodging, etc. At the same time, breathing, metabolic processes in the body are activated, this, in turn, has a fruitful effect on mental activity. The healing effect of outdoor games is enhanced when they are held outdoors.

It is extremely important to take into account the role of growing tension, joy, strong feelings and undying interest in the results of the game that the child experiences. Enthusiasm for the game not only mobilizes his physiological resources, but also improves the effectiveness of movements. The game is an indispensable means of developing and improving movements; formation of speed, strength, endurance, coordination of movements. In mobile play as a creative activity, nothing fetters the child's freedom of action, he is relaxed and free.

The role of outdoor play in mental education is great: children learn to act in accordance with the rules, act consciously in a changed game situation and learn about the world around them; master spatial terminology. During the game, memory, ideas are activated, thinking, imagination develop. Children learn the meaning of the game, memorize the rules, learn to act in accordance with the chosen role, creatively apply the existing motor skills, learn to analyze their actions and the actions of their comrades. Outdoor games are often accompanied by songs, poems, counting rhymes, game beginnings. Such games replenish vocabulary, enrich children's speech.

Of great importance are outdoor games in the moral education of preschoolers. Children learn to act in a team, to obey the general requirements. The guys perceive the rules of the game as a law; their conscious fulfillment forms the will, develops self-control, endurance, the ability to control one's actions and behavior. Honesty, discipline, justice are formed in the game. An outdoor game teaches sincerity, camaraderie. Obeying the rules of the game, children learn to be friends, empathize, help each other.

Skillful, thoughtful management of the game by the teacher contributes to the education of an active creative personality. In outdoor games, the aesthetic perception of the world is improved. Children learn the beauty of movements, their imagery; master poetic, figurative speech; they develop a sense of rhythm.

An outdoor game prepares for work: children make game attributes, arrange and put them away in a certain sequence, improve their motor skills necessary for future work.

Thus, an outdoor game is an indispensable means of replenishing a child's knowledge and ideas about the world around him; development of thinking, ingenuity, dexterity, skill, valuable moral and volitional qualities. When conducting an outdoor game, there are unlimited possibilities for the complex use of various methods aimed at shaping the child's personality. During the game, there is not only an exercise in existing skills, but also the formation of new mental processes, new personality traits.

Outdoor games as a means of physical education contribute to the improvement of the child through outdoor games, and also activate creative activity, independence, manifestations of looseness, freedom in solving game problems.

As a method of physical education, an outdoor game helps to consolidate and improve the child's movements.

Features of outdoor games

Outdoor games are classified by age, by the degree of mobility of the child in the game (games with low, medium, high mobility), by type of movement (games with running, throwing, etc.), by content (outdoor games with rules and sports games) .

The following classification of games is accepted in the theory and methodology of physical education.

Mobile games with rules include plot and non-plot games. For sports games - basketball, gorodki, table tennis, hockey, football, etc.

Plot outdoor games reflect a life or fairy-tale episode in a conditional form. The child is fascinated by game images. He is creatively embodied in them, depicting a cat, a sparrow, a car, a wolf, a goose, a monkey, etc.

Narrative outdoor games contain motor game tasks that are interesting for children, leading to the achievement of the goal. These games are divided into games such as running, traps; games with elements of competition (“Who will run to his flag sooner?” Etc.); relay games (“Who will pass the ball sooner?”); games with objects (balls, hoops, cerso, skittles, etc.). In working with the youngest children, fun games are used (“Paladushki”, “Horned Goat”, etc.).

The methodology for conducting outdoor games includes unlimited possibilities for the complex use of various techniques aimed at shaping the child's personality, skillful didactic guidance of the game.

Of particular importance are the professional training of the educator, pedagogical observation and foresight. Stimulating the child's interest in the game, captivating him with game activities, the teacher notices and highlights significant factors in his development and behavior; determines (sometimes by separate strokes) real changes in knowledge, skills and abilities. It is important to help the child consolidate the positive qualities and gradually overcome the negative ones. Pedagogical observation, love for children allow the teacher to carefully choose methods for managing their activities, correct the child's behavior and his own; create a joyful, friendly atmosphere in the group. Children's joy that accompanies the game contributes to the formation of the physical, mental, spiritual, aesthetic and moral qualities of the child.

The technique of conducting an outdoor game is aimed at educating an emotional, consciously acting child to the best of his ability and owning a variety of motor skills. Under the benevolent, attentive guidance of the educator, a creatively thinking person is formed who knows how to navigate in the environment, actively overcome the difficulties encountered, show a benevolent attitude towards comrades, endurance, self-control.

A prerequisite for the successful conduct of outdoor games is to take into account the individual characteristics of each child. Behavior in the game largely depends on the existing motor skills, typological features of the nervous system. Active motor activity trains the child's nervous system, helps to balance the processes of excitation and inhibition.

The selection of outdoor games depends on the working conditions of each age group: the general level of physical and mental development of children, their motor skills; the state of health of each child, his individual typological characteristics, the time of year, the daily routine, the place where the games are held, the interests of the children.

When selecting story-based outdoor games, one should take into account the formation of children's ideas about the plot being played. A prerequisite for preparing a teacher for outdoor games is the preliminary learning of the movements of both imitation and physical exercises, the actions that children perform in the game. The teacher pays attention to the correct, uninhibited, expressive performance of motor actions. For a better understanding of the game plot, the teacher conducts preliminary work: reads works of art, organizes observations of nature, animals, the activities of people of various professions (drivers, athletes, etc.), watching videos, films and filmstrips, conversations. The teacher pays considerable attention to the preparation of the attributes of the game - he makes the attributes together with the children or in their presence (depending on age).

It is important to properly organize the game in relation to the content, the sequence of tasks. The game can be played simultaneously with all children or with a small group. The teacher varies the ways of organizing games depending on their structure and nature, the location of the movements. Thinks over ways to gather children for the game and introduce game attributes.

Familiarization of children with a new game is carried out clearly, concisely, figuratively, emotionally and lasts 1.5–2 minutes. Explanation of the plot mobile game, as already noted, is given after preliminary work on the formation of ideas about game images.

The subject of outdoor games is diverse: it can be episodes from people's lives, natural phenomena, imitation of the habits of animals. In the course of explaining a new game, a game goal is set for the children, which contributes to the activation of thinking, awareness of the game rules, the formation and improvement of motor skills. When explaining the game, a short figurative plot story is used. It changes in order to better transform the child into a playful image, to develop expressiveness, beauty, gracefulness of movements, fantasy and imagination. The plot story is similar to a fairy tale that evokes a recreating imagination in children - a visual perception of all the situations of the game and actions that stimulate them to emotional perception.

The plot of the story, its content should be clear to children, so the use of this technique requires the teacher to plan and think through the previous work so that the children have an idea of ​​the plot being played out. The teacher conducts observations in nature, a living corner of the behavior of birds, animals; reads fiction, shows filmstrips, videos, films, making presentations necessary for the successful conduct of the game. Instead of a situational explanation of the game, the teacher uses a little fairy tale or plot story before the first game, which includes the rules of the game and a signal. Their explanation takes the same 1.5-2 minutes allotted by the method, and sometimes less. The educational effect of such an explanation is high - children develop a recreating imagination, fantasy. The plot story contributes to the entry into the image, the development of expressiveness of movements. The rules, the signal, are woven into the explanation of the game.

Narrative stories are used in all age groups. It is often difficult for a teacher to come up with an explanation for a game. To facilitate the task, you can use verses. For example:

The chicken came out
She has yellow chicks with her.
The hen quacks:
"Ko-ko, don't go far."

Children-"chickens" walk on the lawn, collect grains for the driver, drink some water from the puddle. Approaching the cat driver, the chicken (teacher) says:

On the bench, by the path,
The cat lay down and dozes.

The "chickens" come close to the "cat", the "chicken" says:

The cat opens its eyes (Meows: - “Meow-meow.”)
And the chickens are chasing.

Explaining a non-plot game, the teacher reveals the sequence of game actions, game rules and a signal. He indicates the location of the players and game attributes using spatial terminology (in the younger groups with a reference to the subject, in the older ones without it). When explaining the game, the teacher should not be distracted by comments to the children. With the help of questions, he checks how the children understood the game. If they understand the rules, then the game is fun and exciting.

Explaining games with elements of competition, the teacher clarifies the rules, game techniques, conditions of the competition. Expresses confidence that all children will try to cope well with the performance of game tasks, which involve not only high-speed, but also high-quality performance (“Who will run to the flag faster”, “Which team will not drop the ball”). The correct execution of movements gives children pleasure, causes a sense of confidence and a desire for improvement.

By uniting those playing in groups, teams, the teacher takes into account the physical development and individual characteristics of children. In teams selects guys who are equal in strength; to activate insecure, shy kids combines them with bold and active guys.

Children's interest in games with elements of competition increases if they put on a uniform, choose team captains, a referee and his assistant. For the correct and quick completion of tasks, teams receive points. The result of the calculation determines the assessment of the quality of the tasks and collective actions of each team. Conducting games with elements of competition requires great pedagogical tact, objectivity and fairness in assessing the activities of teams that promote friendliness and camaraderie in the relationship of children.

The educator's leadership of an outdoor game also consists in the distribution of roles. The teacher can appoint a driver, choose with the help of a rhyme, or invite the children to choose the driver themselves and then ask them to explain why they entrust the role to this particular child; can take a leading role or choose someone who wants to be a leader. In the younger groups, the role of the leader is initially performed by the educator, doing it emotionally, figuratively. Gradually, the role of the leader begins to be entrusted to children.

During the game, the teacher pays attention to the children's compliance with the rules, carefully analyzes the reasons for their violation. A child can break the rules of the game if he did not understand the teacher's explanation accurately enough, really wanted to win, was inattentive, etc. The teacher must monitor the movements, relationships, load, emotional state of the children in the game.

Considerable attention should be paid to the options of outdoor games, which allow not only to increase interest in the game, but also to complicate mental and physical tasks; improve movements, improve the psychophysical qualities of the child.

Initially, the teacher invents the options for the game himself or selects from collections of outdoor games. At the same time, the rules should be gradually complicated. For example, the teacher intonation varies the signaling interval: "One, two, three, catch!", "One - two - three - catch!" etc.; it can change the location of children and physical education aids in the game; choose several drivers; include rules in the game that require restraint, self-control, etc. from the child.

Gradually, children are also involved in the compilation of options, which contributes to the development of children's creativity.

Leading the game, the teacher forms the correct self-esteem, friendly relationships, friendship and mutual assistance, teaches children to overcome difficulties. P. Kapterev called overcoming difficulties moral hardening, linking it with the formation of a high spiritual potential. Proper pedagogical guidance of the game helps the child to understand himself, his comrades, ensures the development and realization of his creative powers, has a psychocorrective, psychotherapeutic effect.

Summing up the game, the teacher marks the children who performed their roles well, showed ingenuity, endurance, mutual assistance, and creativity.

Noting the actions of children who violated the conditions and rules of the game, the teacher expresses confidence that the next time the guys will try and play better.

Emma Yakovlevna Stepanenkova

Methods of conducting mobile games. Handbook for teachers of preschool institutions

Library "Programs of education and training in kindergarten"

under the general editorship:

M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova

Mobile game as a means of harmonious development of the child

Definition and specifics of an outdoor game

An outdoor game with rules is a conscious motor active activity of a child, characterized by accurate and timely fulfillment of tasks related to the rules that are mandatory for all players. By definition, P.F. Lesgaft, outdoor play is an exercise through which a child prepares for life. Fascinating content, emotional richness of the game encourage the child to certain mental and physical efforts.

The specificity of the outdoor game is the lightning-fast, instant response of the child to the signals "Catch!", "Run!" "Stop!" and etc.

An outdoor game is an indispensable means of replenishing a child's knowledge and ideas about the world around him, developing thinking, ingenuity, dexterity, dexterity, and valuable moral and volitional qualities. When conducting an outdoor game, unlimited possibilities are created for the complex use of various methods aimed at shaping the child's personality. During the game there is not only an exercise in the existing motor skills, their consolidation and improvement, but also the formation of personality traits.

Many domestic scientists were engaged in the search for ways of harmonious development of children. So, in the created P.F. According to Lesgaft, the principle of harmonious development was fundamental to the system of physical education, and the physical and spiritual forces of a person were considered as qualitatively different aspects of a single life process that allows forming people of an “ideally normal type”. According to P.F. Lesgaft, harmonious development is possible only with a scientifically based system of physical education and upbringing, in which the principle of awareness prevails.

Consciousness of movements provides the possibility of their rational and economical use, execution with the least expenditure of effort and with the greatest effect, and also contributes to the spiritual development of a person.

Numerous studies prove that the character, thoughts, feelings of a person are reflected in the form of a “muscular shell” on the body (M. Alexander, W. Reich, M. Feldenkrais, etc.), therefore, in order to implement the tasks of harmonious development, it is important to understand how our body works . The teacher should teach children to move naturally, gracefully, in accordance with the constitution of the body and individual abilities.

Harmonious development occurs with a holistic, comprehensive, balanced realization of all the potential capabilities of a person. One-sided development is detrimental to the individual and often borders on a psychological or physical illness.

The child realizes freedom of action in outdoor games, which are a factor in the formation of physical culture. In pedagogical science, outdoor games are considered as the most important means of the comprehensive development of the child. The deep meaning of outdoor games is in their full-fledged role in the physical and spiritual life, the significance in the history and culture of every nation. An outdoor game can be called the most important educational institution, contributing both to the development of physical and mental abilities, and to the development of moral norms, rules of conduct, and ethical values ​​of society.

Outdoor games are one of the conditions for the development of a child's culture. In them, he comprehends and cognizes the world around him, in them his intellect, fantasy, imagination develop, social qualities are formed. Outdoor games are always a creative activity in which the natural dexterity of a child in movement, the need to find a solution to a motor problem is manifested. Playing, the child not only learns the world around him, but also transforms it.

Children of preschool age imitate everything they see in the game. However, in the outdoor games of kids, first of all, it is not communication with peers that is reflected, but a reflection of the life of adults or animals: they fly with pleasure like “sparrows”, wave their hands like “butterfly wings”, etc. The desire to spiritualize inanimate nature is explained by the desire of the child to give the image depicted in the game a living character. When he gets used to the image, the mechanisms of empathy turn on and, as a result, morally valuable personal qualities are formed: empathy, complicity, ownership. Due to the developed ability to imitate, most of the outdoor games of younger preschoolers are of a plot nature.

In the fifth year of life, the nature of children's play activity changes. They begin to be interested in the result of an outdoor game, they strive to express their feelings, desires, realize their plans, creatively reflect the accumulated motor and social experience in their imagination and behavior. However, imitation and imitation continue to play an important role in the older preschool age.

Outdoor games are characterized by the presence of moral content. They bring up goodwill, desire for mutual assistance, conscientiousness, organization, initiative. In addition, outdoor games are associated with great emotional uplift, joy, fun, and a sense of freedom. Outdoor games of different content make it possible to trace the variety of approaches to finding ways for the harmonious development of children. It is conditionally possible to distinguish several types of outdoor games that contribute to the comprehensive development of preschoolers in different ways and carry a different social orientation. Catch-type games are inherently creative in nature, based on excitement, motor experience and strict adherence to the rules. Running away, chasing, dodging, children mobilize their mental and physical strength to the maximum, while they independently choose methods that ensure the effectiveness of play actions, improve psychophysical qualities.

Games that require inventing movements or instant termination of action on a game signal encourage children to individual and collective creativity (inventing combinations of movements, simulating the movements of vehicles, animals). Games such as "Freeze", "Stop", "The sea is worried" require the players to stop moving at the appropriate signal, while it is necessary to maintain facial expression and body muscle tension in the position in which they were caught by the game signal. Spirituality and expressiveness of movements in such games are extremely important.