The first conditional game action when playing with children

Game actions can be very different. Some can be very similar in terms of movements, and in the story toy with which they are performed, for real, real action. Others only remotely resemble it. Here is a child eating porridge in a game. The toy spoon is like a real one( maybe just a little smaller), and the movements are exactly like when performing a real action: scooping up porridge, placing it in a spoon in a horizontal position( not to spill) and tipping the contents of the spoonin the mouth.

And here is the same action in meaning."Nyam-yum," says the player, leaning over the table, "everything has already been eaten."In this case, there is no action as such, and there is no object like the present one. The action is only indicated by a gesture and a word.

First an adult, playing with a child, should maintain the external similarity of the game action and the present. After several joint games of the mother and child, whose center is a certain game action( the most suitable plot is the feeding of the doll, the bears), and the parallel organization of the child's independent actions, one can proceed to the formation of a conditional generalized game action.

The method by which this task is solved is that a substitute subject is introduced into the game. For example, a toy spoon is replaced with a stick, bread - a cube, an apple - a ball, etc.

The researchers of the children's game show that the main psychological premise of the plot game, along with the "revival" of the doll, is the separation of action from the real( or similar toy)the subject with which it is usually performed, and the transfer of this action to another object.

The introduction of the subject-substitute allows you to make the action more generalized, conditional, reorient the child from detailed operations( exact depiction of actions) to the meaning of the action, i.e., on the plot side of the game. This is one advantage of substitute items. The second is that the introduction of them will allow the child later on, as the game progresses, the complication of the plot content, to gain freedom in the realization of his ideas, independence from the story toys( there is not always a toy horse, for example, and the stick is, sit down anddownload).

The inclusion of substitute subjects contributes to the mental education of the baby - the development of his imaginative thinking.

Approximately 1 year 10 months - 2 years, you can begin to form a child with actions with substitute items, i.e., teach him to use in the game instead of one thing another. Beginning to introduce substitute items in children's activities is best against the background of the child's already familiar game with story toys( feeding a doll, putting her to bed, etc.).Introduces a joint game with a child such an adult himself.

Let's illustrate by an example how this is done.

Dime 1 year 10 months. In his playing repertoire there is already a game with a doll and a bear( riding in a stroller, feeding from a bottle with a pacifier, feeding them with a spoon).

Mom, turning to Dima, asks:

- Bring me, please, a bear. I'll give him porridge. You had breakfast, but he had not eaten anything yet.

Dima takes a bear out of the stroller and brings it to his mother:

- On, feed!

Mom sits a bear for Dimin's children's table on a small( also Dimin) chair:

- Sit, bear, do not turn. You see, a bowl of hot porridge. You'll burn yourself! Dima, move the bowl closer to us. We will feed the bear. Mom and Dima will be fed. And where is the spoon? No spoon!

- There!- Dima was sent to the kitchen, but his mother stops him.

- Do not, do not go, the porridge will cool down. Let me take the wand. Here she is!(Wand, of course, pre-cooked.)

- As if it's a spoon!

Dima looks at the wand with perplexity, then at his mother. Mom feeds a teddy bear with a stick. At the same time she smiles, as if laughing at the situation:

- That's what we are clever, there are no spoons, so we came up with a wand instead of it. Dima, you want to feed the bear, too? On you a spoon!

Dima takes a wand from Mom, looks at it for a while, turns it in her hand, brings it to the plate, then to the bear( there is no scooping up the porridge as it was with the toy spoon, and taking the actions to oneself).Actions of "feeding" with a wand the boy carries out quickly, repeating them several times.

- Another doll to feed, - Dima says, runs to his playing corner and brings the doll. He discards a bear from his chair, places a doll in his place. Mom raises the teddy bear from the floor:

- Poor little bear, fell, hurt. Doll, move, the bear next to sit. Dima will feed you.

Dima alternately feeds a teddy bear and a doll with a stick. Mom asks him:

- Now give me porridge, I also want to eat!

The boy feeds and mum( mum smacks at the presentation of a stick to his mouth), then takes the plate from the table, goes to the horse, feeds her with her wand, and smacks her for herself( as her mother just did).After the horse comes the turn of the grandmother, the elder sister.

Alyosha( 1 year 11 months) woke up after a day's sleep. Mom, dressing the baby, draws his attention to the bear, which "sleeps" in the stroller:

- My son has already got up, and the bear is still sleeping. Here is a sleepyhead! It is necessary to lift it. Get up, teddy! Alyosha, let's wash it! It is necessary to wash the teddy bear's paws. Where is our soap? Give me this!(Mom points to the cube.) This is our soap. We lather the teddy bear's paws.

The next day, repeating the same game, my mother offers Alyosha:

- Wash the teddy bear! How he would sit with dirty paws at the table!

Alyosha brings a cube and busily rubs his paws teddy bear. Then she takes the doll and rubs her face with her cube. This is the child's first achievement in actions with the subject-deputy.

As a rule, in independent games, a child under 2 years old - 2 lay down 2 months uses as substitutes exactly those subjects with which the adult acted in the game. At first this is a normal phenomenon. But gradually, in the process of expanding the repertoire of children's play actions, it is necessary to "break" such a stereotype( a cube-only soap, a stick-only a spoon).The doll can be fed with a cube-bread, a chocolate cube, a stick can be a knife, a thermometer, a ball( or a small ball) - an apple, a water-melon, etc.

Children 1 year 10 months - 2 years 2 months quite easily master the game with objectsdeputies, use them in independent activity. Adult while preparing the game environment for the child, from time to time, "forget" to put a spoon on the doll table( or some other necessary thing for the game), and place a nearby stick, cube.

It is important to observe the following rule: in the game of children under 2 years - 2 years 2 months can not enter several substitutes at the same time. If the bread is replaced by a cube, then the plate on which it lies should be as real, if the big coil is a "jug" from under the thread, then the cup into which milk is poured is to be a story toy.

Child and for understanding the actions of an adult, and for your own game, you need realistic support in the form of toys that copy real things.

In what story games can you play with the baby at the age of 1 year 4 months to 2 years 2 months, except for the already described doll feeding, putting it to sleep, riding in the stroller, in the car?

For a change, you can use the story texts of the first children's books.

The short "dramas" of A. Barto from the cycle of poems "Toys" are very suitable as a basis for playing with a small child. Most parents, grandmothers and grandfathers remember these wonderful poems for Children. If not - let us recall some of them:

The bull-calf is walking, swinging.

Sighs on the move:

- Oh, the board ends.

Now I'm going to fall.

Sleeping hole. The bull-calf fell asleep.

Go to the box on the barrel.

Sleepy Bear went to bed.

Only the elephant does not want to sleep.

Head nods the elephant -

He gives the elephant a bow.

I love my horse.

I combed her mane smoothly.

I scrape the tail of the tail

and ride on horseback.

You can use other literary texts for children, where they are told about themselves, their first independent actions.

Read the book first( or tell the poem) without the game to the child, and then spell the story in the actions with the toys, involving the child in the game. Children really like these games, they after the first joint game with an adult play such stories themselves. In this case, they( closer to 2 years) already sentence the text, make some changes to the actions set by the plot.

Grandma together with Pasha( 1 year 10 months) builds a dice from the dice:

- A track with Pasha was built. Now the bull goes along it. Goes, goby, swinging. ..( The child has already read this poem many times.)

Grandmother acts with a bull-calf, depicting his walking:

- Oh, the board ends. Now I will fall! Bach! The bull-calf fell.

Pasha raises the toy, turning to his grandmother, asks:

- Even so!

Grandmother repeats all over again.

Pasha himself takes the bull, moves it along the path, saying:

- Goes. .. Top-top. .. Bach! Has fallen!

Repeats the game three times. Then he takes a matryoshka doll, does the same with her.

Two days later the boy independently renews the game: he builds a path( his grandmother helps him a little);On the walk go the bull-calf, the doll, the bunny.

Anya( 1 year 10 months) holds in her hands a rubber elephant given to her, turns it in her hands. Mom offers her:

- Let me tell you about the elephant and the bull calf and I'll show you the pictures.

- Come on!- Annie agrees with joy.

Mom, reading, shows her pictures. In some places Anya repeats the text of the poem. After reading, Mom finds a cardboard box in the closet, puts it into two parts:

- Anya, let's play this way!

- This is for a bull, and this is for a bear. Now I will bring them. ..

- I fell asleep a bull-calf, lay down on a cot on the barrel( puts a bull in a box).

- Sleepy Bear went to bed!

Mom stays and teddy bear, saying:

- Sleep, buy-in!

Anya watches with interest the actions of her mother. Mom continues:

- Only the elephant does not want to sleep!

Takes Ani's elephant and rhythmically, in time with the poem, he tilts his head:

- The elephant nods his head - he sends a bow to the elephant.

- Well, now, if you want, you can play with toys, and I'll knit. I'll sit here next to each other.

Anya takes a bull and a bear out of the boxes, puts them next to the boxes, looks at them, swaps them, puts a rubber elephant in the box, takes them out. He puts all the animals in one row. Looks at them. Then he takes the bear:

- It's time to sleep. .. Mishka went to bed. .. He puts it carefully in the lid from the box.

Mishka's eye is too small. Anya puts it in the box

- Sleep! Where's the blanket?

Takes a puppet, covers it. Takes an elephant:

- The elephant does not want to sleep. .. No, everyone sleep!. . It's dark, lie down!

Lay an elephant in the lid from under the box. Then the bull also places it there.

The poem can be used to introduce the semantic context of the game, in the form of the character's background. For example, we describe the game of mom with Dima( 1 year 10 months).

Dima goes for the mother in the apartment, capricious:

- Take the handles of Dima!. . Dima wants to walk!. . But Mom has no time to walk, she is busy with domestic

cases. Here to distract for a minute is another matter.

- Dima, look: what is this bunny that is so sad for us? Play with it.

Dima does not react to the offer. Then mom takes a toy from the chair and says:

The owner left the bunny. There was a bunny in the rain. I could not get off the bench. I was soaked to the skin.

- Poor bunny, - continues Mom, - we'll take you to your room. Now Dima wipes you with a towel.

- Dima, I'll hold it, and you wipe it. That's it. Dima spends several times on the hare with a rag, repeats with his mother:

- Poor bunny. .. I'll feed.

- Yes, feed it, - says my mother, - take a plate and a spoon.

Dima feeds the hare, and being carried away - and other dolls.

The joint game between an adult and a child is an effective device for the formation of a plot game, sets the semantic basis for the independent actions of children with toys and substitute subjects.

Another way to introduce a semantic context is to comment on and interpret the meaning of the child's actions in independent activity. This is a kind of attribution of meaning to a simple objective action, carried out by an adult in a purely verbal form - through a cue, a story.

This technique complements the joint game with the child. Indeed, mom( or other close adults) can not always play with the baby. She must deal with other matters. But at the same time among domestic affairs you can always choose the moments for verbal connection to the child's game - submit a replica in time, interpret the action, ask a question, ie show interest in his studies.

For example, my mother strokes the laundry, and the baby immediately drives her car, pulls her by the wheels, etc. Without interrupting her business, her mother can fill the child with the meaning of the action:

- Did your car follow the bricks? Will bring bricks to build a house? Where do you have bricks? Is the body empty?

After this, the child's manipulative activity will change somewhat. He will start looking for "bricks", bring them from the playing corner and begin to load them into the truck body and throw them out.

Another example of commenting on the game: Sveta( 1 year 8 months) is playing around with toys near her grandmother. She put the doll to sleep and now covers it with a blanket. Near the girl, right there on the couch where the doll is lying, a few colored scraps. Light, covering the doll with one of them, then from the top alternately puts all the others( there are 8 of them).Then she takes them off the doll and everything starts again. Grandmother advises her:

- Do not need so much, the doll will be hot, leave one blanket.

Light removes all the cloths, leaving one. Sits on the couch. Grandmother says:

- I guess she's already slept, she opens her eyes. Sveta, she asks for a drink.

Light puts a doll and "pours" it from a mug.

- Is that what she drinks from you? Asks the grandmother.

Sveta looks in the mug, silent.

- Is there milk or tea?

- Milk of ladies, - answers Sveta.

Such an occasional commenting on the child's actions, giving meaning to them, supports and lengthens the child's independent play. Increasing the duration of independent activities of the child is very important for the parents. After all, as observations of psychologists show, if the child is left to himself( when adults are not engaged with him), the time of his independent play with one toy is very small - an average of 1 minute in 1.5 years and 5 minutes in 2 years. Commenting on the adult increases the concentration of the child on the game to 15-20 minutes, diversifies it.

We described the formation in the children of the second year of life of three important prerequisites of the plot game:

1) "Animation" of the doll, which will soon become a child's partner in a separate game;

2) performing an action with an implied subject( feeding porridge that does not exist);

3) the transformation of some objects into others in the implementation of gaming activities( use of substitute items).

In the second year of the child's life, the story game is just beginning. From the surrounding child of close adults in many ways depends, whether he will master at this time necessary elementary game skills.

The main independent activity of a child of this age is the manipulation of objects. The plot game takes him for a very short time, but for the further development of the baby, it is just as necessary as knowing the letters for the child whom they are going to learn to read. Moms and dads must certainly find at least 10-15 minutes a day to play with the child. You also need to look closely at his independent fuss with toys and semantic comments to guide her into a more meaningful channel. All the efforts of adults will pay off in the future full development of the baby.