after it allow children to endure failure and tune in to further successes in the games
easily.
The teacher organizes children's life and activities, directs the formation of
relationships in the children's community, so should be prepared to use different tactics
of an active game. Supervision of active games requires a deep knowledge of the theory
about active games, special skills, respect and confidence of children. The teacher
should be able to: watch the game, analyze it, assessing the level of development of
game activity; design the development of the game, planning techniques that stimulate
it; enrich the emotional impressions of children; organize the beginning of the game,
engage, and motivate to play; design a specific course of the game; use indirect method
how to guide the game; also join the game, establishing relationships with children
who, teach to play (demonstration; explanation); regulate the relationship between the
participants of the game, keeping tact, to involve less active and diffident children; to
discuss and evaluate [8].
The teacher participating in the game directs it, creates a positive basis,
encourages public benefit, develop personality, encourages participants to exert
willpower. He also inserts complications in the already familiar game (changing the
rules, speeding up the pace of execution, setting time or space constraints, changing
the hosts). Held reflection after the active games or active games complex. During
reflection senior preschoolers learn to assess their behavior and actions of peers, give
constructive sympathetic assessment of their actions, put forward proposals to improve
the game points that can be used to avoid conflicts, establishing relationships with
children who have no desire to participate in the game.
Joining of an adult in the game provides children with an understanding of the
rules of active game and makes it possible to follow the emotional stability during
problematic situations (violation or non-compliance with the rules). A relevant adult
shows the positive aspects of the game process, teaches to enjoy the participation in
the active game, not only from the result. During the musical active games, children,
following the example of the teacher, have the opportunity to play on their own, to
become a leader, to carry out game actions on the basis of interaction, respect for each
participant of the game, promote and empathize with the successes and defeats of
colleagues.
Games for interaction, such as "Winding path", "Train", where the rules require
not to let go of a friend's hand, also require special pedagogical guidance. In order for
children not to let their hands, keep the chain, the teacher chooses the hosts firstly those
children who will not move too quickly, and will be able to "lead" others so that the
pace could be acceptable to everyone. It's an opportunity for empathy. The effect of
success at the beginning of the game provides its positive course and emotions of joy,
gives a sense of energy.
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