The first stage in the development of gaming activities is finding a game.

The first stage in the development of gaming activities is finding a game. For reasons given with the help of an adult child of the toys, it is a subject-gaming activities. Its content is the act of manipulation, carried out in a survey of the subject. This baby is fast changing its content: a survey aimed at identifying features of the toys, and so turns to action-oriented operation.

The next stage of the game action was called Otobrazitelnoy game in which the individual subject-specific operations are moving to the level of action, aimed at identifying the specific features of the subject and to achieve through this to determine the effect. This is the culmination of the development of the psychological content of the game in early childhood. He creates the necessary groundwork for the formation of a child is the subject of appropriate action.

On the eve of the first and second years of the child development and play a substantive cross-cutting activities and at the same time diverges. Now, however, the differences become obvious in the way of action, and ¾ is the next stage in the development of the game: it becomes scenes - otobrazitelnoy. Is changing and its psychological content: actions of the child being subject indirectly, to imitate the form of a conditional use subject to destination. It has gradually become infected with the prerequisites scenes role-playing game.

At this stage of development of the game floor and the cause of cross-cutting, and Role model behavior becomes meaningful child relationships between people. There comes a stage of self-role-playing game in which players simulate know they work and public relations people.

Scientific understanding of the gradual development of the game activity provides an opportunity to develop a clear, structured guidance on management of gaming activities of children in different age groups.

To get a true game, emotionally rich, intelligent solution includes a game problem, the teacher must be a comprehensive guide the formation, namely: a tactical focus to enrich the experience of the child, gradually turning it into a conditional game plan during separate games to encourage pre-schoolers to a creative reflection of reality.

In addition, good igro - effective means of correcting irregularities in the emotional sphere of children raised in disadvantaged families.

Emotions cement the game, make it fun and create a favorable climate for relationships, increase energy, which requires each child to share his comfort, and this, in turn, becomes a prerequisite for susceptibility to pre-schoolers educational activities and joint activities with their peers.

The game is dynamic, where management is aimed at phasing out its formation, taking into account the factors that ensure the timely development of gaming activities at all age levels. It is very important to draw on personal experiences of the child. Formed on the basis of game action are particularly emotive. Otherwise, the game becomes a mechanical training.

All components of the integrated management of forming a game interrelated and equally important when working with young children.

As children get older, changes in the organization of their practical experience, which is aimed at active learning of real relationships of people in the process of joint activity. In this connection, update the contents of educational games and the conditions subject-gaming environment. Shift increasing communication with adult children: it is a business aimed at achieving common goals. Adults who serve as one of the participants of the game, encouraging children to discuss together, utterance, disputes, discussions, contribute to collective decision gambling problems, which reflects the social-work people.

So the formation of a game creates the necessary psychological conditions, and fertile ground for the full development of the child. Comprehensive education of people with regard to their age requires systematization used in the practice games, establishing linkages between different forms of self-playing and not playing the activities taking place in game form. It is known that any activity is determined by its motive, that is, those for which this activity is directed. The game is an activity, the motive which lies at the heart of her own. This means that a child plays on the fact that he wants to play, but not for the sake of obtaining како Gotha an outcome that is typical of consumer, labor and other productive activities.

The game, on the one hand, creates a zone nearest the child's development, and therefore is the leading activity in early childhood. This is due to the fact that there are emerging new, more advanced activities and building skills to work collectively, creatively, to manage their behavior arbitrarily. On the other hand, the content is fed by the productive activities and continuously expanding experience of children.

Child development in the game takes place primarily through the directions of its contents. There are games, directly aimed at the physical education (mobile), aesthetic (musical), mental (didactic and storylines). Many of them at the same time contribute to moral education (scenes role, dramatization, games, mobile, etc.).

All kinds of games can be grouped into two major groups that are measure the direct involvement of the adult, as well as various forms of child activity.

The first group - this is a game where an adult takes an indirect part in their preparation and holding. Activities of children (subject to formation of a certain level of gaming action and skills) has a proactive and creative in nature - the guys able to put the game goal, to develop the concept of the game and find ways of dealing with gambling problems. As a self-created games for children of the initiative, which has always demonstrated a certain level of development of intelligence.

Games of this group, which may include cognitive and storylines, especially the function of its value, which has great importance for the overall mental development of each child.

The second group - that the various training games in which an adult telling a child the rules of the game, or explaining the design of toys, offers a fixed program of action to achieve a particular result. These games are usually dealt with specific tasks of education and training, they are designed to assimilate a certain program material, and rules to be followed by play. Important educational games for moral - aesthetic education preschoolers.