Irirna Y. Sinizina

Play is a leading activity in preschool age. Recognizing this statement in theory, in practice many teachers, unfortunately, often forget about it. They use purely didactic games during work with children. Manuals devoted to the teaching of reading often simply state the tasks, which only refer to play, but do not give examples of practical situations. Thus play is underutilized and its main components ( imaginary situation , role taking, substitutions ) are virtually absent. As a result the pedagogical process is more like a study in elementary school . Some children at 6 years of age can learn in the frame of such didactics, but children of 3–5 years can not gain developmental results without play. In the article educational games in the form of role-play didactics are presented.

The paper discusses the following questions: “How to start learning to read? How to make sure that the child will learn reading with pleasure? At what stages to divide the learning process? How to prepare classes that will not be rejected by the child at first attempts to teach him to read?” Children who immediately refuse to learn to read have classes that are built in a wrong way - not taking into account individual characteristics of children, their difficulties, missing the necessary for them steps, hurting children with the references to the successful learning experience of other children. It is shown that to be ready to learn to read is very important. If a child is not ready, a preparatory phase is needed, the duration of which is individual (from 2-3 days to 2-3 months). Adults should also be prepared for classes with the child. It is noted that, otherwise, the preparatory phase for adults is also needed. The author’s play method of determining readiness to read is introduced.

The paper discusses the following questions: “How to start learning to read? How to make sure that the child will learn reading with pleasure? At what stages to divide the learning process? How to prepare classes that will not be rejected by the child at first attempts to teach him to read?” Children who immediately refuse to learn to read have classes that are built in a wrong way - not taking into account individual characteristics of children, their difficulties, missing the necessary for them steps, hurting children with the references to the successful learning experience of other children. It is shown that to be ready to learn to read is very important. If a child is not ready, a preparatory phase is needed, the duration of which is individual (from 2-3 days to 2-3 months). Adults should also be prepared for classes with the child. It is noted that, otherwise, the preparatory phase for adults is also needed. The author’s play method of determining readiness to read is introduced.

In Russian psychology main components of the role-playing game are described: an imaginary situation, role, playing action, usage of the substitute objects. Since it is a leading activity of the preschoolers, the presence of the same components is needed for didactic games (especially when children are 3–5 years old). Didactic games should become role-playing. For many preschool children problems in reading are not associated with laziness or intellectual deficits – is the inability to “jump” through the intermediate links of the learning process. The task of the teacher in this regard is to build the process of learning to read in a creative way: to find solutions for each pedagogical task in a role-playing didactic game which turns learning into a joyful fascinating process.

Play is a leading activity in preschool age. Recognizing this statement in theory, in practice many teachers, unfortunately, often forget about it. They use purely didactic games during work with children. Manuals devoted to the teaching of reading often simply state the tasks, which only refer to play, but do not give examples of practical situations. Thus play is underutilized and its main components ( imaginary situation , role taking, substitutions ) are virtually absent. As a result the pedagogical process is more like a study in elementary school . Some children at 6 years of age can learn in the frame of such didactics, but children of 3–5 years can not gain developmental results without play. In the article educational games in the form of role-play didactics are presented.

In Russian psychology the main components of the role play are thoroughly described: imaginary situation, role playing action, substitutes usage, etc. Since play is a leading activity for preschool child, the presence of the same components for didactic games - especially in the case for children 3-5 years old – is of great need. It is important in process of teaching children to read make the right sequence of educational objectives. Many preschoolers struggle with the reading not due to the laziness or cognitive complexity of the process, but namely due to the inability to “jump” through the intermediate links of the learning process. In this article the stages of learning to read are clearly spelled out. The task of the teacher is to build the process of learning to read in a creative way, find solutions to every educational problem with the help of the desired components of the role play and thus turn learning into a joyful and fascinating process. The Zaitsev’s cubes are recommended for use, though described system differs from the Zaitsev system in many ways and can not be considered as its extension or modification.

In Russian psychology the main components of the role play are thoroughly described: imaginary situation, role playing action, substitutes usage, etc. Since play is a leading activity for preschool child, the presence of the same components for didactic games - especially in the case for children 3-5 years old – is of great need. It is important in process of teaching children to read make the right sequence of educational objectives. Many preschoolers struggle with the reading not due to the laziness or cognitive complexity of the process, but namely due to the inability to “jump” through the intermediate links of the learning process. In this article the stages of learning to read are clearly spelled out. The task of the teacher is to build the process of learning to read in a creative way, find solutions to every educational problem with the help of the desired components of the role play and thus turn learning into a joyful and fascinating process. The Zaitsev’s cubes are recommended for use, though described system differs from the Zaitsev system in many ways and can not be considered as its extension or modification.

In Russian psychology the main components of the role play are thoroughly described: imaginary situation, role playing action, substitutes usage, etc. Since play is a leading activity for preschool child, the presence of the same components for didactic games - especially in the case for children 3-5 years old – is of great need. It is important in process of teaching children to read make the right sequence of educational objectives. Many preschoolers struggle with the reading not due to the laziness or cognitive complexity of the process, but namely due to the inability to “jump” through the intermediate links of the learning process. In this article the stages of learning to read are clearly spelled out. The task of the teacher is to build the process of learning to read in a creative way, find solutions to every educational problem with the help of the desired components of the role play and thus turn learning into a joyful and fascinating process. The Zaitsev’s cubes are recommended for use, though described system differs from the Zaitsev system in many ways and cannot be considered as its extension or modification.

In Russian psychology the main components of the role play are thoroughly described: imaginary situation, role playing action, substitutes usage, etc. Since play is a leading activity for preschool child, the presence of the same components for didactic games - especially in the case for children 3-5 years old – is of great need. It is important in process of teaching children to read make the right sequence of educational objectives. Many preschoolers struggle with the reading not due to the laziness or cognitive complexity of the process, but namely due to the inability to “jump” through the intermediate links of the learning process. In this article the stages of learning to read are clearly spelled out. The task of the teacher is to build the process of learning to read in a creative way, find solutions to every educational problem with the help of the desired components of the role play and thus turn learning into a joyful and fascinating process. The Zaitsev’s cubes are recommended for use, though described system differs from the Zaitsev system in many ways and can not be considered as its extension or modification.

In Russian psychology the main components of the role play are thoroughly described: imaginary situation, role playing action, substitutes usage, etc. Since play is a leading activity for preschool child, the presence of the same components for didactic games - especially in the case for children 3-5 years old – is of great need. It is important in process of teaching children to read make the right sequence of educational objectives. Many preschoolers struggle with the reading not due to the laziness or cognitive complexity of the process, but namely due to the inability to “jump” through the intermediate links of the learning process. In this article the stages of learning to read are clearly spelled out. The task of the teacher is to build the process of learning to read in a creative way, find solutions to every educational problem with the help of the desired components of the role play and thus turn learning into a joyful and fascinating process. The Zaitsev’s cubes are recommended for use, though described system differs from the Zaitsev system in many ways and cannot be considered as its extension or modification.