Characteristic features of the game. Distinctive features of the game. Games are good and different

Many scientists have tried to define the concept of a game. The old definition of play, as any activity of a child that does not pursue obtaining results, considers all these types of child's activity to be equivalent to each other. Whether a child opens the door, plays horses, from the point of view of an adult, he does both for pleasure, for play, not seriously, not in order to get something. All this is called a game.

K. Gross was the first author who tried to clarify the question of the definition of the game. He tried to classify children's games and find a new approach to them. He showed that experimental games stand in a different relation to the child's thinking and to his future expedient non-play actions than symbolic games, when the child imagines that he is a horse, a hunter, etc. One of Gross's students, A. Weiss, tried to show what different kinds play activities are extremely far from each other, or, as he put it, have little in common psychologically. He had a question: is it possible to use one word "play" to name all the various types of such activities (L. S. Vygotsky, "Early Childhood")?

P. P. Blonsky believes that play is only a general name for the most diverse activities of a child. Blonsky probably goes to extremes in this statement. He is inclined to think that "play at all" does not exist, that there is no type of activity that would fit this concept, because the very concept of play is the concept of adults, but for a child everything is serious. And this concept must be banished from psychology. Blonsky describes the following episode. When it was necessary to instruct one of the psychologists to write an article "Game" for the encyclopedia, he declared that "game" is a word behind which nothing is hidden and which must be banished from psychology.

It seems fruitful thought, DB Elkonina regarding the dismemberment of the concept of "game". Play should be viewed as a completely unique activity, and not as a collective concept that unites all types of children's activities, in particular, and those that Gross called experimental games. For example, a child closes and opens the lid, doing this many times in a row, knocking, dragging things from place to place. All this is not a game in the proper sense of the word. We can talk about whether these activities are not worth each other in the same relation as babbling in relation to speech, but, in any case, this is not a game.

The positive definition of play, which is brought to the fore with this idea, is very fruitful and corresponding to the essence of the matter, namely that play is a kind of attitude towards reality, which is characterized by the creation of imaginary situations or the transfer of the properties of some objects to others. This makes it possible to correctly resolve the issue of play in early childhood. There is not that complete absence of play that characterizes infancy from this point of view. In early childhood we meet with games. Anyone would agree that a child of this age feeds, nurses a doll, can drink from an empty cup, etc. However, it would be dangerous not to see a significant difference between this "play" and play in the proper sense of the word in preschool age - with the creation of imaginary situations. Research shows that games with transfer of meaning, with imaginary situations, appear in their infancy only towards the end of an early age. Only in the third year do games appear related to the introduction of elements of imagination into the situation.

Play, along with work and learning, is one of the main types of human activity, an amazing phenomenon of our existence.

By definition, a game is This is a type of activity in the context of situations aimed at recreating and assimilating social experience, in which self-management of behavior develops and improves.

In human practice, play activity performs the following functions:

- Entertaining (this is the main function of the game - to entertain, please, inspire, arouse interest);

- Communicative: Mastering the dialectic of communication;

- Self-realization In the game as a training ground for human practice;

- Game therapy: Overcoming various difficulties arising in other types of life;

- Diagnostic: Revealing deviations from normative behavior, self-knowledge during the game;

Function Corrections: Introduction positive changes in the structure of personality indicators;

- International communication: Assimilation of social and cultural values ​​common to all people;

- Socialization: Inclusion in the system of social relations, the assimilation of the norms of human community.

Most games have four main features (according to S. A. Shmakov):

Free Developing Activity, Taken only at the request of the child, for the sake of pleasure from the very process of activity, and not only from the result (procedural pleasure);

Creative, Largely improvisational, very active Character This activity ("field of creativity"); R. G. Khazankina, K. V. Makhova and others.

Emotional elation Activities, rivalry, competitiveness, competition, attraction, etc. (the sensual nature of the game, "emotional stress");

Availability Direct or indirect Of the rules Reflecting the content of the game, the logical and temporal sequence of its development.

Into the structure of the game as Activities Goal-setting, planning, goal implementation, as well as the analysis of results, in which a person fully realizes himself as a subject, is organically included. Motivation of play activity is provided by its voluntariness, choice opportunities and elements of competition, satisfaction of the need for self-affirmation, self-realization.

The structure of the game as a process includes:

A) the roles taken on by the players;

B) play actions as a means of realizing these roles;

C) the playful use of objects, that is, the replacement of real things by playful, conventional ones;

D) real relationships between the players;

In a modern school that relies on the revitalization and intensification of the educational process, play activity is used in the following cases:

As independent technologies for mastering a concept, topic, and even a section of a subject;

As elements (sometimes quite essential) of a broader technology;

As a lesson (lesson) or part of it (introduction, explanation, consolidation, exercise, control);

As a technology for extracurricular activities (games such as "Zarnitsa", "Eaglet", KTD, etc.).

The concept of "play pedagogical technologies" includes a fairly extensive group of methods and techniques for organizing the pedagogical process in the form of various Educational games.

Unlike games in general A pedagogical game has an essential feature - a clearly defined learning goal and a corresponding pedagogical result, which can be substantiated, explicitly singled out and characterized by an educational and cognitive orientation.

The concept of "play" and "play activity". Leading signs of play activity.

The game is of great importance in the development of civilization. We can say that civilization "grew" out of the game.

The game is a powerful tool in:

1. Socialization of the individual (socialization is the process of mastering and entering a person into society, studying the values ​​of this society).

2. Recovery vitality(recreation).

3. Training and advanced training (business games) Also, the game is a means of correcting physical and mental development and a means of correcting interpersonal relations. So, the definition of "game" is as follows.

The game is:

1. Execution of some conditional tasks in conditional time and space.

2. Pretending, performance.

In the usual sense, a game is a designation of rules, attributes, etc., necessary to perform some actions (this definition is passive). The game requires intellectual and physical effort for its realization. These efforts to realize the game are called play activities.

So:

Play activities are efforts to implement the rules and conditions of the game and play tasks.

There are several main signs of play activity:

1. Is voluntary;

2. Unproductive

3. Passes according to the rules that govern it;

4. Always associated with stress (intellectual, physical).

The more stress, the greater the significance of victory and participation (prizes), the more fun from the game, the stronger the effect of a person's self-affirmation in the game. The latter position is especially relevant. It is self-affirmation that is the main driving incentive in the game (especially in games on television). Speaking about tension, it is important to note that it must be adequate to the audience.

Leading signs of play activity.

The game is a collection of concepts, rules and regulations that determine the behavior of the player.

Play activities are physical, intellectual and emotional efforts aimed at completing play tasks.

This activity has its own characteristics, formal features.

Leading signs of play activity

It goes by the rules, in some cases there is a dictatorship of the rules.

Voluntary and free, i.e. a person participates in play activities of his own free will. Incentives: striving for self-affirmation striving for imitation striving for a prize. The game is not productive, it doesn't produce anything. (Rather, we can say that the product of the game is the enjoyment of its process. The end result is the development of the ability realized in it) Play activity takes place with a certain tension, in it is the basis of pleasure. The higher the tension, the greater the pleasure. Tension tells us about the member's status (e.g. Olympic Games). Winner status. Emotional elation during the period of game activity, competitiveness, rivalry, competition.

Game activity takes place in an imaginary situation and is not associated with real actions, but the feelings of the players, participants are real !!! With a methodologically competent approach to the organization of the game, play activity can have the following effect on the personality: nervous system active mental work, physical labor, strong feelings, etc. The game stimulates the organs that were previously inactive and thereby restores the balance of his forces.) Physical development of the personality

Mental development (collective emotion, teamwork skills, psychological compatibility, self-control and self-esteem skills, the formation of will, determination, a person's ability to take a punch). Career guidance work. Corrective action as a means of correcting personality and interpersonal relationships. (The game introduces complex human relations into the real context. In game activity, there are absolutely real social relations that develop between the players. The game contributes to the development of the team) Game - as a means of socialization of the individual. (The child gets to know the environment, assimilates the riches of culture, is formed as a person, which allows the child to function as a full member of a children's or adult collective)

The child plays because he develops and develops, because he plays. Play for a child is an active means of education and self-education. During the game, the child learns, realizes the world... The game is a wide space for the manifestation of one's “I”, personal creativity, self-knowledge and self-expression.

For a child, play is a way of finding oneself in a team of comrades, in society as a whole, in the universe; the game solves the problems of interpersonal relations, compatibility, partnership, friendship, camaraderie. Those. the social experience of human relationships is learned and acquired.

1. Game - like acting (invention of someone or something, for the purpose of pleasure)

2. Play is like overcoming obstacles in order to win.

A game is a set of rules, defined relationships between players, their behavior and the use of attributes.

From this position, the concept of "play" is passive (in a box or somewhere else).

Active play - play activity is physical, intellectual or emotional data aimed at completing play tasks.

Play is different from all other activities.

Types of games and their classification.

According to Shmakov, most games have the following main features:

- free developmental activity, undertaken only at will, for the sake of pleasure from the process of activity itself, and not only from its result (procedural pleasure);

- creative, highly improvised, very active character this activity ("field of creativity");

- emotional uplift of activity, rivalry, competitiveness, competition (the sensual nature of the game, "emotional stress");

- the presence of direct or indirect rules reflecting the content of the game, the logical and temporal sequence of its development.

K. Gross subdivides : fighting (physical and spiritual), love, imitative, social.

A. Gomme singles out dramatic games and games built on "dexterity and luck"; wedding games, games based on courtship and love; Fortress games; funeral games; agricultural; commercial, religious; taboo; natural; guessing games; witchcraft; sacrifice, imitation of sports; imitation of animals; games with witches and kidnapping; fishing; wrestling and competition; singing and dancing games; hiding and searching games; leapfrog; blind man's buff; forfeits; ball games, etc.

Play activity- this is a special sphere of human activity, in which a person does not pursue any other goals, except for receiving pleasure, pleasure from the manifestation of physical and spiritual forces.

In pedagogy, it is customary to distinguish between subject, plot, mobile and didactic games. In turn, story games are divided into role-playing, "director's" and dramatization games ": games with fixed, open rules and games with hidden rules. An example of games of the first type is the majority of didactic and outdoor games, as well as developing ones: intellectual, musical, fun games, attractions.

The second type includes games role-playing, in which, on the basis of life or artistic impressions, social relations or material objects are freely and independently reproduced. The rules in them exist implicitly. They are in the norms of behavior of the heroes being reproduced: the doctor does not put a thermometer for himself, the passenger does not fly in the cockpit.

Consider the main components of the role-playing game: theme and content - the area of ​​reality displayed in the game. An imaginary situation is an image of a game, its model that arises as a result of the transfer of real values ​​and relations from one object to another located in the field of the game action. Plot - a sequence of reproducible actions by children, events that reflect the theme and concretize the content of the game. Role-playing games subdivided into role-playing, games-dramatization, director's games. The plot can have theatrical children's parties, carnivals, construction, design games and games with elements of labor.

Director's games- games in which the child controls an imaginary situation as a whole, acts simultaneously for all participants: for all the animals in the menagerie, for cars, trams, pedestrians on the street, for soldiers, etc. Director's games can also be group ones. In such games, the experience of coordinating plans and plot actions is especially intensively accumulated.

Outdoor games- the most important means of physical education of children. They always require active motor actions from the players aimed at achieving the conditional goal. The main features of outdoor games are their competitive, creative, collective nature. They demonstrate the ability to act for the team in a continuously changing environment. Hence the high dynamics of relationships: all the time he strives to create a position favorable for himself and his teammates in comparison with the "enemy". They include various team relay races, national games championship, ball and rope championship.

Complex types of competitions have become widespread: "Sportlandia" (the country of the strong, dexterous, resourceful, skillful) was born in Belarus, "Merry Starts" in Volgograd, and "May Relay" in Arkhangelsk. Competitions held between classes, schools, health and summer camps attract many spectators. Game tasks addressed to them allow making these competitions even more massive.

Didactic games- a kind of games with rules specially created by pedagogy for the purpose of teaching and educating children.

By the nature of the material used, didactic games are divided into three groups:

NS rare e - mainly didactic toys and materials,

- desktop-printed f - games based on the selection of pictures according to the principle of the similarity of their addition from parts of a whole (for example, cut pictures). Developing logical thinking, board-printed games also carry an important cognitive load: they acquaint children with representatives of the animal and plant world, with the purpose of household items, with technology, seasonal phenomena of nature, etc.

- word games include most of the folk games. This includes many exercise games, imaginary travel games, puzzle games, guess games (in which children operate with representations, independently draw conclusions and inferences).

Sometimes didactic play is viewed too narrowly - only as a means of the child's intellectual development. but game form training is actively used for the implementation of tasks and labor, and aesthetic, and emotional and moral education.

Games can be distinguished into independent typical groups:

1. About the form:

Actually games of all kinds; games-celebrations, game holidays; game folklore; theatrical performances; game trainings and exercises; game questionnaires, questionnaires, tests; pop play improvisation;

Competitions, contests, confrontations, rivalries, contests, relay races, starts;

Wedding ceremonies, game customs;

Hoax, pranks, surprises; carnivals, masquerades; game auctions, etc.

In the leisure practice of children and adults, the most structurally designed game models have developed and become firmly established, such as; like KVN, "Field of Miracles", "What? Where? When? ", Having a plot space, a pronounced form.

2. By the time of the event.

Such games are called seasonal or natural (winter, spring, summer, autumn), they are distinguished by the amount of time (long, temporary, short, minute games).

Winter games: on a snow site, skiing, sledging, on ice.

Competitions are held for accuracy, speed, relay races, for example: "Taking the winter town"

Summer games: on the court, on the asphalt, on the beach, on the water, in the meadow, in the yard, for example, "Stilts", "Classics".

3. By venue... These are table (drinking), indoor, outdoor, yard games. Games in the air, games on the ground (in the forest, in the field, on the water), games at the festival, games on the stage.

4. In terms of content (plot, theme, intrigue, task of the game), games with ready-made rules are distinguished as follows: sports, mobile, intellectual, construction and technical, musical (rhythmic, round dance, dance), therapeutic, correctional (psychological games-exercises) , comic (fun, entertainment), ritual, etc. In terms of content, "free" (free), which reflect: military, wedding, theatrical, artistic; household games in the profession; ethnographic games. There are positive social and ethical games and antisocial (games for money and things, selfish, criminal games, life-threatening, gambling).

Catch-up games (catchers) are simple and complicated;

Games with the search for players or objects;

Games with fast finding your place;

Round dance games;

Games with resistance and struggle;

Games with throwing the ball with rounders;

Games with rolling and throwing objects (stones, sticks, bones, chocks, towns);

Games - relay races;

Games-attractions;

Prank games, etc.

5. By composition and number of participants :

By age, gender, composition, number of participants.

In this regard, the games of younger children (babies, preschoolers), games of younger, middle and older children are practiced. school age, as well as games of adults. Objectively, there are games for boys (adolescents, boys, men) and games for girls, girls, women. These games have special traditions, special rules. Singles, individual, doubles, group, team, mass games differ in the number of participants.

6. By the degree of regulation, control:

Games organized by an adult or entertainer,

Spontaneous, improvised, impromptu, arising spontaneously at the whim of children (free, free, natural, amateur, independent).

7.P about the presence or absence of accessories necessary for the game(inventory, items, toys, costumes). There are differences between games without objects and with objects (with a ball, rope, tourniquet, hoop, etc.); computer games; games - machines; games - attractions, etc.

When writing and building a game program, the theme, goal and objectives are always taken into account; the technology of game programs, the specificity of age characteristics is also taken into account, for example, a preschooler, a younger student, a teenager, etc. In order for the game to be more interesting and exciting, this should be known and taken into account by every screenwriter, teacher or organizer.

Play is an activity that is different from everyday activities of the day. Mankind again and again creates its own invented world, a new being, which exists next to the natural world, the natural world. Any game is, first of all, free, free activity. The game proceeds for its own sake, for the sake of satisfaction, which arises in the very process of performing a game action. Play is an activity that depicts the relationship of a person to the world.

In preschool age, different types of activity are formed - cognitive, subject, play, elementary work and study, as well as communication. While mastering this or that activity, the child simultaneously masters the knowledge, skills, and abilities associated with this activity. On this basis, a variety of abilities and personality traits are formed in him.

Domestic pedagogy recognizes the status of the leading activity of preschool children for play. Characterizing it, teachers and psychologists of various scientific schools distinguish a number of general provisions:

1. The game has a social basis, it is reflective (reflects the life, the world of adults), and they reflect in games only certain aspects of "adult" life: the sphere of human activity, labor, relations between people. Figurative reflection real life in children's play depends on their impressions, the emerging value system. Play is also social in the way it is carried out: play activity is not invented by a child, but is set and directed by an adult.

2. Play for a child is a life practice, where the child, in his own way, creatively combines life ideas.

3. The game has an effective speech character.

4. Play contributes to the formation of a child's neoplasms, his mental processes, including imagination. It has its own characteristics: firstly, the child sincerely believes in the images of the imagination, therefore, while playing, he experiences strong genuine feelings. Another important feature of children's imagination is the ability to transfer the functions of one object to another that does not possess these abilities.

5. The presence of creativity in the game. Creativity and initiative can be manifested in the development of the plot, the content of the game, playing a role in the choice of methods of action, game relationships, in the selection of toys, game items, elements of costumes, etc.

6. The independence of the game. Children independently combine their knowledge in the game, senior preschoolers unite in the game on their own, freely enter and leave the game.

7. The presence of game rules that guide the activities of children in the game.

8. Play is about having fun. This is the result in a role-playing game. Children experience different feelings in the game, different emotions arise (cooperation, friendship, resentment, dissatisfaction, aesthetic feelings).

9. Multiple repetition of the game. Repetition is important and necessary for the development of children.

10. In the depths of the game, such activities as labor and learning arise and differentiate.

11. The basic needs of the preschool child are expressed in the game:

Striving for independence, active participation in the life of adults;

The need for knowledge of the surrounding world;

The need for active movements;

The need for communication.

The play activity of children is characterized by features characteristic of any activity: the presence of a goal, motives, means of implementation, planned actions, and a result.

A game of any kind proceeds as a meaningful and purposeful activity. Each game has a meaningful goal for the child: to feed the daughter, fly into space, stain the players, dodge the "trap", etc. The goals are not permanent. As the child develops, the nature of the goals that he sets for himself in the game changes: children gradually move from imitative to deliberate, motivated goals.

For the realization of his game goals, the child selects his comrades, selects the necessary toys, during the game performs certain actions and deeds, enters into various relationships with the players. By older preschool age, children acquire the ability to agree on the topic and content of the game, to distribute roles, to a certain extent to plan their play activities.

The game also has specific features. Among them, the main one is the originality of motives. Play is a free and independent activity that arises on the personal initiative of a child, characterized by an active creative character, high emotional saturation. In play, the child does not depend on practical necessity: he proceeds from his immediate needs and interests. Play is undertaken by the child for the sake of the pleasure it gives.

The play of children is the freest form of their activity, in which the surrounding world is realized and studied, a wide scope opens up for personal creativity, the activity of self-knowledge, and self-expression. The game is the freedom of self-disclosure, self-development based on the subconscious, mind and creativity. The child's freedom and independence are manifested: a) in the choice of the game or its content; b) voluntary association with other children; c) freedom of entry and exit from the game, etc. In games different kind the freedom and independence of children is manifested in different ways. However, for the player it is “subjectively absolute” and incompatible with any external necessity.

The game is characterized by self-regulation of actions, deeds and behavior of the players. The manifestations of playing children are governed by certain requirements and rules. In games of different types, the rules are different. In creative role-playing games, the rules are in the very content of the game - in the role, the plot. In mobile and didactic games, the rules determine the nature and sequence of actions, the relationship of the players, etc.

Despite the variety of rules, in all cases the players accept them and seek to fulfill them voluntarily, in the interests of the very existence of this game, since violation of the rules leads to its disintegration, destruction. Children show much greater endurance, stability of attention, patience in fulfilling the rules of the game than in fulfilling the requirements in ordinary everyday life. The rules act as a kind of self-regulation mechanism for the behavior of children. The presence of rules helps children to organize themselves in the game (assign roles, prepare a play environment, etc.).

Thus, play is the main sphere of children's communication: it solves the problems of interpersonal relationships, gains experience in human relationships. Children choose the game themselves, organize it themselves. But at the same time, not in any other activity there are such strict rules, such conditionality of behavior as here. Therefore, play teaches children to subordinate their actions and thoughts to a specific goal, helps to educate purposefulness.

Action in a fictitious situation leads to the fact that the child learns to control not only the perception of an object or real circumstances, but also the meaning of the situation, its meaning. The main motive classic game lies not as a result of an action, but in the process itself, in an action that brings pleasure to the child.

By its nature, a child's play is a reflective activity. In the main form of the game - creative, plot-role - the impressions of children about the life around them, - their knowledge, understanding of the phenomena and events taking place, are reflected.

Play is a complex and multifaceted phenomenon. Its functions are distinguished as follows:

Learning function - development of general educational skills and abilities, such as memory, attention, perception and others.

Entertainment function - creating a favorable atmosphere in the classroom, transforming a lesson and other forms of communication between an adult and a child from a boring event into an exciting adventure.

Communicative function- unification of children and adults, the establishment of emotional contacts, the formation of communication skills.

Relaxation function - removal of emotional (physical) stress caused by stress on the child's nervous system during intensive study, work.

Psychotechnical function - the formation of skills for preparing your psychophysical state for more effective activity, restructuring of the psyche for intensive assimilation.

Self-expression function - the child's desire to realize creative abilities in the game, to more fully open their potential.

Compensatory function - creating conditions for satisfying personal aspirations that are not feasible (difficult to do) in real life.

Features of mental development in preschool age.

1. Play as the leading type of preschooler's activity.
2. The development of cognitive processes in preschool age.
3. The crisis is seven years old.

1. At preschool age (3 - 6 years old), the social situation of joint activities of a child and an adult breaks up, arises new life, the life of a child in the life of an adult. At this age, there are certain relationships with peers, i.e. a "children's society" appears. The leading activity is a game.

In 1933, Vygotsky, in his lecture "The Role of Play in the Mental Development of a Preschooler," for the first time speaks of play as the leading activity of a preschooler, and notes that it has the same importance for the mental development of a preschooler as learning for a younger student. According to D.B. Elkonin, role play in preschool age is an activity in which a child takes on the role of adults and in a generalized form, in specially created game conditions, reproduces the actions and attitudes of adults. Elements of a role-playing game (Elkonin):

1. Role.
2. Game actions.
3. Game relationships.
4. Substitutes (toys).
5. Rules.
6. The plot of the game.
7. Content element.
8. Imaginary situation.

An important element of the game, according to Elkonin, is the role; in Vygotsky's opinion, this is an imaginary situation. The game leads to qualitative changes in the child's psyche:

1. Develops the arbitrariness of cognitive processes.
2. Associated speech develops.
3. Voluntary behavior develops.
4. Development of communication skills.

In preschool age, significant changes occur every year. There are three periods:

1. Younger preschool age (3-4 years).
2. Middle preschool age (4 - 5 years old).
3. Senior preschool age (5 - 6 years old).

In early preschool age, children mostly play alone, and the content of the game is replay action adults. However, in the games of younger preschool age there are contradictions: on the one hand, this is a simple reproduction of the actions of adults, but on the other hand, there is a role in the game, and an imaginary situation that the child does not play up, but it is not possible to exclude it from the game.

In the middle preschool age, they play together. The main content of the game is reproduction of relations of people. Role-playing games appear.

In older preschool age, they play together. Role-playing games are improving. The main content of the game is games with rules... Competition games appear.

During the game, the child quickly learns the ability to replace a real object with an imaginary one. Appears symbolic game... In it, the child, with the help of individual symbols, reproduces reality, first replacing one object with another, and then the objects themselves with symbols. The symbolic function appears.

Features of the symbolic function:

1. Children of younger preschool age, only at the direction of adults, can replace one object with another in the game, but the new purpose of the object does not last long.
2. In the middle preschool age, children themselves rename objects, relying on their functions, for them "not everything can be for everyone." The new purpose of the item persists throughout the game.
3. In older preschool age, the very renaming of objects turns into an independent game, destroying the original plot. The new appointment lasts a long time.

Symbolization appears twice in the game:

1. The child takes on the role.
2. One item is replaced by another.

It is only thanks to this double symbolization that the action is included in the activity, and the play acquires a certain meaning.

There are two groups of toys that have the greatest impact on the mental development of the child:

1. Subjects-copies of surrounding objects (toy furniture). They contribute to the descent of the child into the world of adults.
2. Dolls, images of animals.

Important neoplasm in the development of preschoolers is the subordination of motives. The leading motive is the desire to earn praise and approval from adults. In addition, pro-social motives are formed: sympathy, helping others.

Preschool age is an sensitive for:

Formation of the motive for achieving success.

Formation of personality based on imitation.

2. Attention. The object of attention is the speech of an adult, as well as not only the object, but also its functional connections with other objects.

Attention features:

1. Voluntary attention is formed, i.e. the child pays attention not only to what is interesting, but also to what the adult requires.
2. Increased attention span. The duration of children's games increases, and they are less distracted during the game.
3. The volume of attention increases - 2 - 3 objects. However, children 4 - 6 years old hardly distinguish between plot subjects, slightly different from each other.