THE BUILDING-CONSTRUCTIVE GAME AS ONE OF THE ELEMENTS OF СHILD DEVELOPMENT

СТРОИТЕЛЬНО-КОНСТРУКТИВНАЯ ИГРА - ОДИН ИЗ ЭЛЕМЕНТОВ РАЗВИТИЯ РЕБЕНКА

Седнева Евгения Михайловна,

студент, факультет дошкольного, начального и специального образования, педагогический институт, Белгородский государственный национальный исследовательский университет, РФ г. Белгород

Богачев Роман Евгеньевич

научный руководитель, канд. филол. наук, доц., Белгородский государственный национальный исследовательский университет,

РФ, г. Белгород

ABSTRACT

Construction games allow kids to show their positive activity, so they are so popular among preschool children and their parents. The main feature of such games is their proximity to creative human activity. After all, by engaging in construction, the child creates his or her own architectural structures.

АННОТАЦИЯ

Строительно-конструктивные игры позволяют малышам проявить свою позитивную активность, поэтому они так популярны в среде дошкольников и их родителей. Главной особенностью таких игр является их близость к созидательной человеческой деятельности. Ведь, занимаясь конструированием, ребенок создает собственные архитектурные сооружения.

Keywords: сonstruction games, creative construction, building material.

Ключевые слова: строительно-конструктивные игры, творческое конструирование, строительный материал.

Children become interested in cubes and building blocks quite early. At first they just manipulate toys, try to connect two parts, put one block on top of another. A little later there is a desire to create structures for dolls. Gradually constructions become more complicated: the captain needs a ship, an astronaut needs a rocket, the theater performance needs a stage. Construction games allow kids to show their positive activity, so they are so popular among preschool children and their parents.

Games with construction materials are provided in Montessori, Froebel, Schleger preschool systems. The main feature of such games is their proximity to creative human activity. After all, by engaging in construction, the child creates his or her own architectural structures.

This type of play is well studied in preschool pedagogy (V.G. Nechaeva, Z.V. Lishtvan, A.N. Davidchuk, etc.), but the term "constructive play" appeared recently (P.G. Samorukova, V.R. Lisina). One of the basic features of this game is that it is based on constructive skills and abilities, therefore it is closer to the creative practical activity of the child, in particular, to constructing than any other types of children's play.

Role-playing games and building-constructive games are very similar. The main feature of both games is the game intention borrowed from real life, children`s inclusion in an imaginary situation, collective and creative nature of activity. Preschoolers are aware of the conventionality of what is happening, but at the same time they are fully included in the process.

Both types of games are aimed at learning about the world around them and the activities of adults. The role-playing game explores relationships between people. Creative construction reproduces the surrounding reality through a variety of constructions. These types of games easily replace and complement each other. While building a house, preschoolers imagine themselves as installers and masons, and then populate it with small animals.

In order children could have an opportunity to engage in construction, it is necessaryto properly organize the object environment in kindergarten and at home. There arethe following types of building material: artificial (all kinds of constructors, floor modular blocks, desktop building material, mosaic, paper, cardboard); natural (sand, stones, clay, twigs, cones, snow, leaves); subsidiary (boxes, boards, cases).It is desirable that the building sets are age-appropriate, varied and attractive.Hence the challenges contemporaryeducators can face.They have to familiarizechildren with different ways of construction, to develop the content of independent play and formfriendly relationsamong kids.

The main goals of building-constructive games are: to expand the children`s knowledge about the work of builders and the equipment they use; to develop their artistic taste and interest in architectural structures; to expand their vocabulary; to form various sensory standards (shape, size, color, dimension, etc.);to develop constructive and creative abilities; to improve fine motor skills; to educate diligence, independence, resourcefulness, initiative; to develop of spatial imagination, mental operations (comparison, analysis, synthesis); to form the skills of cooperative and unitedwork.

The idea of construction games contains a mental task, the solution of which requires preliminary thinking: what to make, what material is needed, in what sequence the construction should go. This contributes to the development of constructive thinking, the ability to create different models, expands children's knowledge of color, size, shape.

In the process of building-constructive games the educator teaches children to observe, distinguish, compare, memorize and reproduce the methods of construction, to focus attention on the sequence of actions. Children learn the scheme of making a construction, learn to plan the work, presenting it as a whole, analyze the construction and show their imagination. Under the direction of adults preschool children master a precise vocabulary expressing the names of geometric shapes, spatial relations: high - low, right - left, up - down, long - short, etc.

Building-constructive game helps to develop children`s imagination and mental operations, teaches them the purposeful activity. The adults` responsibility is to provide the children with a variety of materials and to involve them in a fascinating creative process.

References:

1. Куцакова, Л. В. Занятия по конструированию из строительного материала в средней группе детского сада. Планы и конспекты занятий / Л.В. Куцакова. - М.: Мозаика-Синтез, 2009. - 876 c.
2. Англо-русский словарь по лингвистике и семиотике / Под.ред. А.Н. Баранова и Д.О. Добровольского. – М.: Азбуковник, 2001. – 625 с.