Pedagogical observation allowed us to determine that the value of empathy and
interaction can be traced during active games, when children feel the danger ("Hunter
and hares") and then they take each others hands, running away to save a friend. During
the game "Cross the river", when children move on the bridge (rope, gymnastic ladder),
they are also confident in their abilities when they walk, holding hands. In the active
game with elements of didactic "Jump and denominate", if the child performs the task
on his or her own-mostly only jumps, or calls a part of the cards. If it holds the hand of
a friend or a teacher – child both jumps and denominates all the cards. Also in the
Ukrainian folk games: "Fence", "Crossing the river" children during the game take each
others hands. It gives senior preschoolers a sense of emotional comfort, empathy in the
process of collective activities and the result they achieved alltogether. Also in relay
races with the condition of a collective transfer of the subject (ball, hoop and other
items), working in pairs, preschoolers learn to cooperate and empathize.
Thus, the second hand is an expression of empathy, interaction during the game
and makes sure that senior preschooler is able to cope with the tasks of the game, thanks
to the values of friendship and empathy.
CONCLUSION
In our opinion, the problem of motor activity of senior preschoolers is particularly
relevant in our time due to the technologization of society. The game, as the leading
activity of a preschooler, is the engine of the development of the personality of the
preschooler. However, due to the General decrease in human activity – the activity of
preschoolers also decreased. This fact indicates the need to restore the role of the active
game in the life of preschool children. The formation of empathy as the basic quality
of the personality of the senior preschooler also puts the active game on an important
place in the life of children. It is in the course of active games that senior preschoolers
learn to feel the experiences of their friends, empathize with them, interact and show
empathy both during positive and negative moments.
The active game is a powerful means of forming a value of interactions for senior
preschooler. It teaches senior preschooler to follow the rules, to express responsible
attitude to the role, which he or she takes in the game, be careful, have emotions,
calculate his or her next steps to plan further participation in the game, understand
others and be tolerant in communication with them. Positive pedagogical supervision
of an active game of senior preschoolers includes encouraging children to show
empathy, responsibility and interaction through reflection. The introduction of
encouraging rhymes, humorous friendship rhymes by a teacher teach to accept defeat
calmly. They are aimed to find an interaction between senior preschoolers and their
peers through emotional acceptance and the ability to empathize, provide and accept
help. In active games, children most easily learn to provide each other with emotional
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