The game activity of older preschool children as a determinant of its social role behavior

Abstract

The article analyzes the peculiarities of the influence of game activities on the formation of socio-role behavior of a child of older preschool age. It was deter- mined that the game is the leading activity of the child and the main means of forming the competencies necessary in preschool age to preserve the children's subculture. It was determined that the game process, as a zone of the closest development of the child, requires an enriched game envi- ronment and pedagogical support of adults, and therefore the classification of games reflects the degree of activity and freedom of the child in the organization of game ac- tivities. It has been confirmed that the child's participa- tion in adult-initiated games is an important step towards launching the mechanisms of free creative play, which forms independence, creativity, independence, versatile development and readiness to implement various models of socio-role behavior. It was determined that the influence of the game on the child's psyche and the expected results of such an influence should be taken into account when forming a child's socio-role behavior. It has been estab- lished that during preschool childhood, the accumulation of knowledge and ideas about the peculiarities of socio- role behavior in various life situations, the assimilation of social and moral norms, rules, and social requirements is carried out. It was determined that the development of socio-role behavior of preschoolers should be consis- tent, systematic, and integral. It has been proven that it is necessary to demonstrate positive examples of role be- havior on the part of adults (parents and educators), to take into account the age and individual characteristics of children, to ensure emotional comfort and positive percep- tion by children of their own roles, both in play and in life. It is important that the development of story role-playing games and its main components gives children the oppor- tunity to make the content of the socio-role behavior of the child diverse, to get a positive emotional result from the implementation of the role, which increases interest in the game as a means of communication. Prospects for further research are to accompany the professional training of fu- ture teachers of preschool education institutions.