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TEACHING CHILDREN TO GAMES THROUGH PICTURE ACTIVITIES
IN PRE-SCHOOL EDUCATIONAL ORGANIZATIONS.
Mamatmuminova Muhabbat Gaffarovna
Termiz State Pedagogical Institute
Senior teacher:
Husnida Shermuhammadova
Student of Termiz State Pedagogical Institute:
https://doi.org/10.5281/zenodo.15599513
Abstract:
This article provides full information about the methodological
possibilities of teaching children to think independently through didactic games.
The content and methodical possibilities of each type of didactic games are
revealed.
Key words:
game, didactics, methodology, inquisitiveness and curiosity,
innovative pedagogical and information technologies, educational process, game
technologies.
"There is no complete mental development without play, and it cannot be.
Play is a huge bright window through which a stream of life-giving ideas and
concepts flows into the child's mental world. Play is a spark that ignites the
flame of inquiry and curiosity." V.A. Sukhomlinsky. Today, the interest and
attention to the application of innovative pedagogical and information
technologies in the educational process is growing day by day. One of the main
reasons for this is that increasing children's interest in professions based on
game technologies in traditional education in preschool education is one of the
technologies with good results today. In this process, the educator creates
conditions for the child's formation, development, education and upbringing.
The possibilities of teaching children to think independently through games
are diverse. For example: game technologies increase the quality and efficiency
of the educational process, form the independent thinking process of children. It
increases children's enthusiasm and interest in learning the subject, develops
the skills and abilities of consolidating knowledge, assimilation, and free use of it
in practice. For the first time in Uzbekistan, a multimedia program was
developed for preschool children. This program is called "Let's learn colors and
shapes" and was created by "Uzbegim programs" and aims to improve children's
ability to distinguish colors and shapes and to teach logical thinking through
interesting games and examples.
With the help of the program, children can easily distinguish colors such as
red, yellow, white, brown, blue, green, and learn simple shapes such as circles,
triangles, and rectangles, as well as classifying objects according to their specific
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characteristics. Through various pictures and short cartoons, children are
provided with a closer acquaintance with the world of flora and fauna. With the
help of incentives in the educational process, children are interested in learning.
The program is based on the norms of computer work of preschool children, and
children can work with the program independently. This multimedia program
"Let's learn colors and shapes" is an early example of a system of programs for
preschool children.
Currently, the editors of "Uzbegim Dasturlari" electronic publications are
preparing more new programs of this series. They included the formation of
logical thinking in children, the formation of skills to quickly and easily perform
counting and mathematical operations, teaching the English and Russian
alphabets, and other similar directions. Today, almost every family has a
computer, so it is natural that even children are interested in it. After all, it is
very interesting for them that you spend some time looking at the monitor for
some reason. Mysterious things have always attracted people. If you are
interested in the Internet and its possibilities, watching movies and clips, or
your work is related to some programs, then your child will be interested in the
fact of the existence of this machine, the sounds coming from it and the pictures
on the monitor.
Getting kids interested in language is a bit difficult, because they don't like
languages at first, because they are incomprehensible, but as time goes by, you
can keep them interested with different interesting games. These games have
different levels of complexity and are designed for different ages of children,
such as alphabet and simple word games, these games are designed for
beginners, and for advanced children, there are also animated pictures and fun
quizzes. Audio format of fairy tales, riddles and stories can also be found.
Each game is designed in an interesting style, with a theme, using a
character from a fairy tale or book. There will be an opportunity to check the
pronunciation of the language with the help of karaoke in the course of the
lesson, individually or in a group after the lesson. As the baby gets a little older,
sitting on his father's or mother's lap and just watching him is not enough. Now
he wants to participate in the process, hold it, think about it. In this case, it is
necessary to teach the child to the computer little by little. But remember, it
should not exceed 15-20 minutes a day.
The game helps to solve the problems of moral education, to develop tact in
children. The teacher creates conditions that require children to play together,
regulate their behavior, be fair and honest, obedient and demanding. Successful
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management of games includes, first of all, choosing and considering their
program content, clearly defining tasks, determining their place and role in the
overall educational process, interaction with other games and forms of
education. It should be aimed at developing and encouraging children's
cognitive activity, independence and initiative, using different methods of
solving game problems, ensuring friendly relations between participants,
willingness to help comrades.
The development of interest in games, the formation of game activity in
older children is achieved when the teacher sets more and more difficult tasks
for them, does not rush to offer game actions. The game activity of preschool
children is more conscious, it is aimed not at the process itself, but more at
achieving the result. But even in larger groups, the management of the game
should be such that children should maintain the appropriate emotional mood,
comfort, so that they should experience the joy of participating in it and the
feeling of satisfaction from solving the assigned tasks.
Friendly relations are formed in the game. When the child reaches the age
of five, the observation of the child increases even more compared to the age of
3-4, his thinking develops and the range of knowledge expands. Because of this,
the content of the game becomes more complicated. Through the development
of imagination, games are played on the content of fairy tales and stories. At the
age of senior kindergarten, creative games develop very well. In these games,
children begin to fully apply the knowledge, skills, and emotions they have
received from the events, stories, books, and other sources they have heard and
seen.
Long-lasting games are the highest stage of preschool children's games. If
the games of children of the age group are properly guided, their strong team
will be formed. In role-playing games, children use various tools. In the course of
the game, they name some things as they wish and play hypothetically. For
example, they take sand for sugar, a chair for a car, and grains for candy. The
more reflective media, the richer the content of the game. Psychologist J. Piaget
paid serious attention to the factor of giving new names to objects in the game
and came to the conclusion that this work is the basis of symbolic and
meaningful forms of imagination.
During the game, the child develops as a person. According to the research
conducted by well-known pedagogic scientists, it is possible to see the influence
of the content, organization, and structure of the game on the moral relations
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between children and the development and improvement of the games through
proper guidance of children's games in all aspects.
The second group of children's games are games with rules. This
includes:
- didactic;
- mobile;
- musical;
- fun games.
Games with rules, like all games, are practical activities. But children are
required to follow the established rule. Established rules teach children to be
responsible. The child learns to work together in a team and compromise with
others. Each game with rules has its own idea and content. During the game, the
correct implementation of the rules is determined by the grades "correct" or
"incorrect", "the rule of the game is violated". Children learn self-control during
play. Of course, at the end of each game, the result should be discussed by the
educator, the goal, rules and results should be paid attention to. Encouraging the
participants at the end of the game, praising the active participants - ensures the
effective passage of future games.
All the above-mentioned types of games with rules have their own rules
according to the content. They have the following characteristics:
- the existence of a game task performed through game actions;
- actions and relationships of players are guided by rules;
- presence of rules and ready content in the game;
- the educational content of the game is embodied in the events of the game
actions, which do not appear as an independent task for children.
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