Volume 03 Issue 11-2023
216
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
11
Pages:
216-219
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
A
BSTRACT
Early learning of a foreign language creates excellent opportunities to arouse interest in the linguistic and
cultural diversity of the world, respect for the languages and cultures of other peoples, promotes the
development of communicative and speech tact.
K
EYWORDS
learning, education, play, pre-schooler, role, foreign language.
I
NTRODUCTION
A foreign language in kindergarten is a special
subject. How to teach a child to understand that a
foreign language is not only and not so much the
memorization of new words for already familiar
objects of the surrounding world, as the ability to
see these objects in a new way, to identify new
essential features in them.
Each lesson immerses the child into the world of
an unfamiliar culture, when he learns with the
help of a teacher to understand that words and
expressions of a foreign language reflect a
different social reality. Only then does the world
of another
–
"alien" culture gradually begin to
"come to life", becomes its own; only then will the
idea be formed: the language is closely connected
with the culture, the history of the country.
Literature analysis From the very first days of
learning a foreign language, it is necessary to
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Research Article
THE ROLE OF THE GAME IN TEACHING PRESCHOOLERS
ENGLISH
Submission Date:
November 12, 2023,
Accepted Date:
November 17, 2023,
Published Date:
November 22, 2023
Crossref doi:
https://doi.org/10.37547/ijasr-03-11-35
Kurbanova Nazira Nizomiddinova
Teacher Of The Department Of Preschool Education Denau Institute Of Entrepreneurship And Pedagogy,
Uzbekistan
Volume 03 Issue 11-2023
217
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
11
Pages:
216-219
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
show each child the importance and value of
another, "alien" "language as a treasure trove of
knowledge about other people and their culture"
(A.A.Leontiev.), the child, first of all, should be
interested in the world of children of the country
of the language being studied. That is why the
facts and phenomena of the children's culture of
the country of the language being studied should
be the focus of attention in foreign language
classes. The bridge over which the shortest path
of comprehension of a "foreign" language passes
is a game. [1]
Traditional children's games make the lesson
meaningful, interesting, emotionally meaningful
for the child. But, most importantly, the child gets
acquainted not only with a new game and rules
–
he learns from his own experience the world of
children of another country. According to
researchers, in foreign language classes, a teacher
should not only inform children about the facts
and phenomena of culture, but also organize their
"living" in another world. The undoubted value of
traditional games, game rules and poems is that
the same words or whole phrases are repeated in
them. The technique of "repetition" is always
significant for a child, because it gives him the
opportunity to learn lexical and grammatical
material, as if by the way.
In the classroom, games are played that are
accessible to children in psychological, linguistic
and socio-cultural terms. First of all, those with
whom they are already familiar are desirable. The
teacher draws attention to this fact: "What kind of
game does it remind you of?". Emphasizes:
"Children living in other countries are the same as
us, and they play similar games" (finger games
–
"finger games", games accompanied by clapping
–
"clapping games", mobile games
–
with a jump
rope "jump
–
roping", catch-up "chasing games",
games with ball
–
“ball games".[2]
Methodology Finger games are of the greatest
interest to preschoolers
–
they are counting
books, riddles, poems- dialogues. Before playing
finger games in class, the teacher tells the story of
the fingers, each of which, as it turns out, has a
name; draws attention: these games are played by
children in those countries where English is
spoken - in England, America, Canada, Australia.
In the classroom, during the game, children
master the names of fingers adopted in English,
learn to pronounce English sounds. First, the
teacher introduces the rule of the game: he calls
and shows the corresponding finger, the children
repeat his movements, call the fingers. Then, to
check how the material is assimilated, he calls the
words randomly. The purpose of the lesson will
be achieved if children learn by ear and
understand the words[3].
Mental education in the game is closely related to
moral education. The solution of a didactic task
always serves as an exercise of will. The
implementation of the rules of the game requires
endurance, self-control, discipline from children.
Many games have "forbidding" rules that restrict
the actions and words of the players. In the game
“What is missing?” it is required to close your eyes
and not open them until a signal is given. In the
game “Simon says”, children imitate the
corresponding movements on the words without
pronouncing
the
words.
Conscientious
Volume 03 Issue 11-2023
218
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
11
Pages:
216-219
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
implementation of the rules teaches honesty,
fairness.The game is based on the knowledge
already available to children, and often in one
game they can use the knowledge and ideas
gained in classes on different "topics". For
example, in the g
ame “What is this?” we have to
remember animals, vegetables, fruits, clothes, etc.
Some didactic games have a plot, require playing
roles. So, in the game “The Shop” there is a seller
and a buyer.
From didactic games with a plot, it is necessary to
distinguish staging games - showing small scenes
with the help of toys, in which children are given
a didactic task: to guess from which fairy tale an
episode is shown and continue the fairy tale; to
notice the changes that have occurred on the
stage
–
to play co
rrectly (“The little mouse and the
little cat”).
Depending on the material , didactic games can be
divided into three types:
-
games with objects;
-
board-printed games;
-
word games.
The result of Playing with objects is most
accessible to children. These games serve to learn
new vocabulary. In the younger preschool age,
many games with toys are accompanied by
movements,
which
corresponds
to
the
peculiarities of perception and thinking of the
child. For example, in the game “Colors” children
learn to correctly name and show colors, find
objects in the room corresponding to
colors.[3]Printed board games, as well as games
with objects, are based on the principle of
visibility, but in these games children are given
not the object itself, but its image. The content of
such games is diverse. They are used in the
classroom both to introduce new vocabulary and
to repeat the material covered. Pictures introduce
children to individual subjects on the topics of
"Animals", "Birds", "Vegetables", "Fruits" with
their qualities and properties.Word games teach
children to express independent judgments, to
notice logical errors. Word games are held mainly
in older groups and are very important for
preparing children for school (“About myself”,
“My toys”, “My pet"). They devel
op the ability to
listen carefully, quickly find the right answer to a
question.[4]
C
ONCLUSION
Without a game, a child's life is impossible. Also,
foreign language classes in kindergarten are not
presented without a game.The teacher should
keep the children interested every minute of the
lesson, cause joy, delight, admiration through
outdoor games, toys, didactic games. The game
allows you to optimize the process of memorizing
educational material, creates a genuine
communication
situation,
promotes
the
development of children's communicative
competence.[5]After all, while playing, children
learn to solve elementary communicative tasks
and master new words and grammatical
structures unnoticed by themselves, through
various types of play activities in the language, the
child develops, is brought up, learns the world
and himself,i.e., masters all the spiritual wealth
Volume 03 Issue 11-2023
219
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
11
Pages:
216-219
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
that the process of foreign language education can
give the child.
R
EFERENCES
1.
Verbovskaya M.E., Shishkova I.A. English for
kids.
–
M., 2016.
2.
Vronskaya I.A. English in kindergarten.
–
St.
Petersburg, 2019.
3.
Ignatova T.N. English with mom.
–
M.:
Vershina LLC, Radio and Communications,
2012.
4.
Kozlova R.B. Games in teaching a foreign
language at an early age//Magarif.
–
2006. -
No. 2.
5.
Early English language learning: theory and
practice. Collection of scientific and
methodological articles.
–
St. Petersburg,
"Detstvo
–
PRESS", 2004.
