Methods of leading preschool children's game

Following path of building a democratic society based on the rule of law, the Republic of Uzbekistan pays special attention to the harmonious development of its citizens, especially the younger generation, who are determined to build a new society. The organization of harmoniously developed upbringing has always been an important requirement and the main goal of social society. Naturally, in the current context of educational reforms, the education of a harmoniously developed person is also important.

The ability of adults to choose a game for the purpose of educating children, and its proper guidance, will ensure the successful implementation of the tasks set out in the "First Step". Play is a tool for the development and upbringing of children. Psychologists consider play to be a leading activity in preschool. Play develops the qualities that allow a child to move to a higher stage of development, and there are significant changes in his psyche.

Fairy tales and stories are often staged by children in their own creative roleplaying games, in which characters such as foxes, mice, roosters, and rabbits are portrayed in games. Children's works of art are also loved and staged by children. In conversations with children, the educator tries to identify the characteristics of the characters in the story or fairy tale. This is how the peculiarities of each of the poems and fairy-tale characters are studied. The staging can be done in the following stages:

l- stage. Literature selection. The following requirements should be observed when selecting literature for staging:

-There should be a lot of participants in a fairy tale, story or poem.

-The content of the play should not only be good, but also a lot of action

-The work must be suitable for expressive reading.

• -    The content should be interesting.

• -    The work should be appropriate for the age of the children.

Phase 1. The story, poem, or fairy tale chosen to be staged is presented by reading the content or showing it in a puppet show.

Phase 2. Remember. Asami is re-read, staged, illustrated, and used in didactic games to help children remember.

Step 3. For the game to be fun and long-lasting, you need to prepare the necessary materials, clothes, and at the same time provide the right guidance. This work is done by the tutor, and in a large group, the children do it with the help of the tutor. The tutor will show you some pictures from the fairy tale. The group begins to act out fairy tales and stories typical of children of this age only after they become familiar with them. Tales such as "Turnip" and "Snail" will be staged. This work will continue in the preparatory group. Not only fairy tales but also works of art, especially poems, are taken for staging. The staging of the performances is guided by each group. For example, for the middle group, the educator chooses works that reflect the movement, and for the older group, they choose works that reflect the more complex relationships of the protagonists, their experiences and sorrows. The educator keeps track of the work done. He writes down which works the children liked, which ones they liked to stage the most, which child was able to perform the assigned role well, and what difficulties the children had in performing the roles. This is the basis on which the upcoming games will be animated.

Construction games are also considered creative games. In them, children expr ess their impressions of the material world around them, create and create different things independently. In construction games, the same items are exchanged. The role of construction games in young and middle-aged children is linked to games.

Construction games are an effective activity that allows children to develop the skills of comparing and contrasting objects with existing objects, the imagination that served as the basis for the construction of the structure. It helps to develop observation in children. Building materials consist of a variety of geometric shapes. Children need to know the specifics of each shape, otherwise no construction can be done. What children build must be practical and have design skills to use in the game. Hence the need to teach children the basic techniques of construction. In games with building materials, the child becomes more interested in technology, develops observation, they are the most geometric object get acquainted with the simple features.

Construction games are close to children's work activities and prepare them for work. Games played with building materials develop children's thinking: the specificity of the observed objects distinguishes, analyzes and synthesizes features, compares, identifies similarities and differences, teaches to solve problems correctly. Games played with building materials help to practice the properties of geometric objects, work with them, spatial proportions (long-close, high-low, right-left, long-short, wide-narrow). The game also aims to prepare children for polytechnic education at school.

Children form a community in the process of building, resulting in the development of their speech. Playing with building materials also affects the spiritual world of children: by observing any construction with children, he explains that our state cares about the well-being of the people. Awakening with building materials instills in children a love of work, independence, initiative, a sense of responsibility and willpower. The fun of the game is that it gives kids a lot of fun. Aesthetic education tasks are also carried out by introducing children to some construction sites. In order to instill in children an aesthetic sense, it is important not only to observe the finished building, but also to observe the progress of construction, the organization of work, in which the children themselves are involved.

Therefore, play is very important for the mental development of the child. As a result, the child's knowledge expands. Games develop and enrich a child's observation, curiosity and knowledge.