Створення ігрового простору для дітей дошкільного віку: теоретичний аспект

Abstract

У статті викладений теоретичний аспект структурованої та неструктурованої діяльності дітей дошкільного віку; визначені психологічні особливості впливу гри на розвиток дітей дошкільного віку. Уточнено, що неструктурована гра дає змогу маленьким дітям учитися через співпрацю, здобувати знання та досвід шляхом наслідування, а також отримати нові знання шляхом спроб і помилок.

The article presents the theoretical aspect of structured and unstructured activities of preschool children; identified psychological features of the impact of play on the development of preschool children. Using the methods of analysis, generalization and systematization of information about children's play activities, the component of game models of unstructured game is analyzed, its main types, forms and functions are indicated. The review of psychological and pedagogical research reveals the mechanisms of children's play and the impact of play activities on child development, cognition of reality, acquisition of knowledge, skills and abilities, organization of movements. In particular, the game affects: the development of imagination and fantasy, stimulated by various affective tendencies; development of thinking; manifestation of creative abilities. At the theoretical level, the possibilities of using structured and unstructured activities in the formation of free play of preschool children were identified. The priority tasks to be solved by educators to create a favorable play environment for preschool children are outlined. It is clarified that unstructured play allows young children to learn through cooperation, gain knowledge and experience through imitation, as well as gain new knowledge through trial and error. If most parents, teachers, and caregivers are aware of this, they can provide a comfortable environment for children to play, develop physically, mentally, and psychologically.