Volume 03 Issue 12-2023
230
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
12
Pages:
230-233
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
A
BSTRACT
This article describes technologies for organizing games during training and activities in preschool
educational organizations.
K
EYWORDS
Types of games, methodology and technology, didactics, training, process, educational game, social life,
psychological state.
I
NTRODUCTION
In pre-school educational organizations, games
fully ensure the implementation of the task of
complex development of motor skills and mental
processes, as their content is directed to the
formation and replacement of movement
programs. It is known that the movement
experience acquired by a person in the process of
development is expressed in the emergence and
strengthening of movement programs at various
levels. Thus, there is an interaction between
sensor and motor components, different levels of
their system, which is observed with the
emergence of new movement programs.
In pedagogical practice, plot, action and didactic
games with subjects are distinguished. Games are
very important in the development of children,
games can have a small, medium and high level of
mobility. Children of preschool age learn through
natural games (walking, running, jumping,
Journal
Website:
http://sciencebring.co
m/index.php/ijasr
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Research Article
TECHNOLOGIES OF ORGANIZING GAMES DURING TRAINING
AND ACTIVITIES IN PRESCHOOL EDUCATIONAL
ORGANIZATIONS
Submission Date:
December 16,
Accepted Date:
December 21, 2023,
Published Date:
December 26, 2023
Crossref doi:
https://doi.org/10.37547/ijasr-03-12-39
Rahmonqulova X.B
Jizzakh State Pedagogical University, Uzbekistan
Volume 03 Issue 12-2023
231
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
12
Pages:
230-233
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
throwing, scrambling). Games are one of the main
means of physical education of children. They can
be used from the age of two. During this period,
children begin to master the movement skills
necessary for life, such as running, jumping,
throwing, and climbing.
Older preschoolers are able to evaluate their own
efforts and capabilities as they compete in
strength (hand pull), speed (sprint, shuttle run)
and other qualities. From physical development,
games help children develop qualities such as
will, bravery, perseverance, endurance, and
courage.
Children try to satisfy their greatest needs,
usually through games. For them, the game is,
first of all, activity, movement. During active
games, children's movements improve, initiative
and independence, confidence and perseverance
develop. They learn to coordinate their actions
and even follow some rules (at first, of course, in
a simple form).
3-year-old children are usually in a very
impressionable, emotional state: they are active,
but they get tired quickly from different activities,
they cannot walk (run) for a long time without a
break. Therefore, it is necessary to control very
active children: do not allow them to hang on
their hands, jump from a great height, draw their
attention to games with a slightly slower pace.
The content of the games is gradually changing. At
first, children perform actions with the
instructions of adults, for example, they describe
a chicken or a bird - they "sink grain", "fly". At the
age of three, children move from imitating the
actions of adults to various "figurative" or role-
playing games: they play "aunt - aunt", portray a
doctor, seller, driver, cook, etc. Children actively
repeat not only familiar actions, but what they
see.
The game lasts longer, its plot becomes more
diverse and understandable. Later on, the game
gets more complicated. Three roles appear in it,
for example, one child portrays a sheep, the
second - a wolf, and the third - a shepherd.
Independent games with various toys are very
useful, children can be divided into groups of two
or three. A child's actions are usually determined
by the types of toys. For example, you need to run
with flags, hoops, drive cars, roll balls, throw,
hang.
Children are interested in such toys. In some
independent games, children cannot immediately
show activity and initiative, their movements are
varied and limited. But in games related to the
fulfillment of adults' tasks, children's actions are
directed to a specific goal, they repeat the actions
several times, strengthen their movement skills,
develop agility and dexterity.
It is very important to guide the children even
when they are engaged in the game. It is advisable
to complicate the game of some of them, to teach
others to finish what they started, and if the third
one is playing quietly, it is advisable to talk.
Children often perform wrong and even
dangerous actions in independent games. They
jump on a chair or pole with their entire foot
resting on their soles, and run with their soles on
Volume 03 Issue 12-2023
232
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
12
Pages:
230-233
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
the ground. In such cases, different ways are used:
an adult himself enters the game. Reminds
children of a familiar and close image that they
can imitate (how a cat gently jumps, how birds fly
quietly).
The first games that should be taught to children
will not have a specific plot and rules. The child
performs simple, interesting tasks: he comes,
takes the toy, runs to the adults and sees what is
hidden in their hands ("Take the flag", "Run to
me", "Find the flag").
A certain consistency should be observed when
teaching games. For example, Catch Me is simpler
than Catch You. In the first case, the child must
catch an older person; in the second game there is
a risk of being caught, so the child has to spend
more physical effort. It is necessary that the
games become richer and more varied in content,
and include more complex tasks. If the child
initially runs at the pace he wants to get the toy,
after the game is well mastered, the pace of
running should be determined by an adult.
Speech helps in creative development of game
content, enrichment with rules and tactics,
exchange of game experience, creation of new
games. Speech helps to guide the behavior of the
participants during the game, to teach the game,
and to lead the game. Speech allows a person to
think abstractly and make generalizations, helps
to create his own images, enriches the game
based on a creative approach.
Game activity affects the formation of free will in
mental processes. For example, thanks to games,
children begin to develop voluntary attention and
voluntary memory. In game conditions, children
concentrate better and remember more than in
laboratory experiments. Conscious purpose
(concentration, recall and memorization) is
quickly and easily manifested in the child's
actions during games.
The conditions of the game require the child to
concentrate on the objects included in the game
situation, to enter deeply into the content of the
action and plot being played. If the child does not
pay attention to what the game situation
demands of him, if he cannot remember the terms
of the game, he will be excluded by his peers. The
need for communication and emotional
stimulation forces the child to purposefully
concentrate and remember his thoughts. The
game situation and actions related to it regularly
affect the mental development of a preschool
child. In the game, the child interacts with the
substitute of a thing (subject) - he gives the
substitute a new playful name and performs
activities with it in accordance with this name. A
substitute object becomes a basis for thinking. On
the basis of performing activities with substitute
objects, the child learns to think about the real
thing. Gradually, play activities with objects are
reduced, the child learns to think about objects
and work with them from the point of view of
mind.
Thus, the game helps the child learn to think
based on imagination. At the same time, in plot-
action games, the child's experience of play and
especially real (real) interactions forms the basis
of a special feature of thinking, thanks to which he
learns the point of view of other people,
Volume 03 Issue 12-2023
233
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
12
Pages:
230-233
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
predicting their next actions. there is an
opportunity to learn and shape their behavior
accordingly.
Action games play a decisive role in the
development of imagination. During the game, the
child learns to replace the same objects with
others, to assume different roles. All this helps to
develop the imagination.
Substitute objects and many other play activities
are not necessary in the games of older preschool
children. Children begin to create new situations
in their imaginations by equating objects and
activities related to them. The game can be played
internally.
The impact of the game on the development of the
child's personality is that through it the child gets
to know how adults walk, stand, and interact,
which serve as a model for his own behavior; in
the game, the child learns the basic skills of
communication,
qualities
necessary
for
establishing relationships with peers. The game,
which completely covers the child, forces him to
obey the rules in accordance with his role, helps
the development of emotions and improves the
ability to control behavior through will.
R
EFERENCES
1.
L.Mirjalolova va boshq. “Mashg‘ulotlarni
o‘tkazish texnologiyalari” moduli bo‘yicha
o‘quv –
uslubiy majmua. T.: 2017
2.
R. Ishmuhamedov O‘quv jarayonida interfaol
uslublar va pedagogik texnologiyalarni
qo‘llash uslubiyati. T.: RB
IMM, 2008. 68 b. 6.
R.Ishmuhamedov
va
boshq.
Ta’limda
innovatsion
texnologiyalar
(ta’lim
muassasalari pedagog
–o‘qituvchilari uchun
amaliy tavsiyalar).
–
T.: Iste’dod, 2008.
3.
R.J.Ishmuhamedov va boshq. Tarbiyada
innovatsion
texnologiyalar
(ta’lim
muassas
alari o‘qituvchilari, tarbiyachilari,
guruh rahbarlari uchun amaliy tavsiyalar). T.:
Iste’dod, 2010.
