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75 Everyday Activities For 3 Year Olds

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What are your favorite activities for 3 year olds? These simple activities aren’t just for 3 year olds, they are great activities and preschool learning games for older kids too! Don’t miss my new book Everyday Preschool, it’s the best book for parents who want to make sure their child is learning every day.

 


Finding the right activities for 3 year olds should be easy… but it isn’t. This summer my daughter and I have had a lot of time to play. Extra time in fact because she decided when she turned 3 to give up naps. With her brother home from school for the summer, my attempts at forcing the issue have been met with refusal. I am going to try again in a month when her brother returns to school but in the meantime, she has quiet time, earlier bedtimes and lots of simple activities like these peppered throughout the day. For more specific games for 3 year olds check out our post here with our favorites!

If you have a younger child check out our similar list of 75 TV Free Activities For Toddlers. These 3 year old activities have been the bulk of what we’ve done this summer. Big projects are fun but day in and day out this is what we do.

This post contains affiliate links.

Fun Activities for 3 year olds

  1. Playdough sculptures with dry spaghetti.
  2. Fill a table with books and read, read, read.
  3. Doodle with smelly markers on cardboard from your recycle bin.
  4. Play doctor with dolls.
  5. Take a walk and hunt for colors.
  6. Play with puzzles.
  7. Look at family photos together.
  8. Create with peel and stick jewels.
  9. Read through catalogs.
  10. Build a fort.

  11. Play eye spy with a favorite book.
  12. Eat lunch outside.
  13. Play in a box.
  14. Paint with watercolors.
  15. Play with stickers.
  16. Play sports in the yard.
  17. Play-Doh and sequins.
  18. Play The Cupcake Game.
  19. Play Simon Says.
  20. Make a balance beam out of painter’s tape and walk it!
  21. Play in a kiddie pool.
  22. Color with Color Wonder markers and coloring sheets.
  23. Water some plants
  24. Play with Magic Nuudles.
  25. Play with Play-Doh and Duplo together.

    What are some easy things to do with a 3 year old? Keep reading!

  26. Play with a light table ( easy DIY here ).
  27. Play with cold cooked spaghetti.
  28. Cook together.
  29. Play with water, rice, beans, gravel, etc… in your water table .
  30. Play with the hose.
  31. Dress up some dolls.
  32. Take silly pictures together.
  33. Play hide and seek.
  34. Cuddle.
  35. Play with stamps.
  36. Make some window clings .
  37. Paint your toenails with kid-safe nail polish.
  38. Run Through the sprinkler.
  39. Write in a journal with markers, stamps, and crayons.
  40. Go to the beach.
  41. Learn about emotions with Mr. Potato Head.
  42. Go to the library.
  43. Read with a sibling.
  44. Call Grandma ( or Aunty, Uncle… you get the picture. )
  45. Help clean.
  46. Play dentist with dolls.
  47. Finger paint.
  48. Draw with chalk on black construction paper.
  49. Go to a local elementary school and play at the playground.

    What are the best activities for 3 year old ?

  50. Play dress-up.
  51. Take markers and paint onto the porch for art outside.
  52. Duplo
  53. Play School
  54. Mix sidewalk chalk and other toys for pretend play outside.
  55. Bubbles.
  56. Scrap paper collages. All you need is some paper and glue!
  57. Hunt for magnets with a magnetic wand in a bowl of uncooked oatmeal or rice.
  58. Jump in puddles. I don’t know of a better activity for a 3 year old than this one!
  59. Build a tower out of recycling.
  60. Wash the car.
  61. Backyard nature hunt. Tape painter’s tape sticky side out on a window or wall and have your child stick what they find on it.
  62. Take some pictures.
  63. Have a tea party.
  64. Practice cutting with playdough!
  65. Make a ramp with cardboard and drive matchbox cars down it.
  66. Read books outside.
  67. Play-Doh with pipe cleaners.
  68. Wash push cars, scooters, and bikes.
  69. Go for a hike.
  70. Play with Play-doh and egg molds.
  71. Play airplane or train with your kitchen chairs.
  72. Wash windows with water and vinegar.
  73. Turn snack bars into shapes and practice using a knife at the same time.
  74. Play alone. Yes, it’s more than OK, it’s awesome to let kids play alone. Let your 3 year old think up their own activities. We don’t need to entertain them 24/7 !

What is your family’s favorite everyday activity? Not listed? Add it in the comments and tell us why your kids love it!

 

Need more activities to do with  3 year olds?

 

 

 

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Filed Under: 75 activities for 3 year olds, Age Preschool, Age: Toddlers, Preschool Activities | 75 Comments

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7 Fun And Easy Learning Activities For 3-Year-Olds

Finding activities for 3-year-olds should be easy, but that’s not always the case.

Maybe you’ve planned a few fun games to keep your child entertained during the day. These were activities they loved last week, so surely they’ll still find them entertaining. Not today.

For some reason, these games no longer hit the sweet spot, and your child looks at you as if to say, “Is this all you’ve got?”

We’ve been there! So what can you do?

Fear not. We’ve compiled a list of creative and engaging activities to keep your three-year-old entertained (and learning!) at home.

Importance Of Learning Activities For 3-Year-Olds

Three-year-olds have a lot of energy, and they are often eager to try new experiences. This is great because, while engaging in activities, your child has the opportunity to develop many valuable skills.

For instance, hands-on activities — in which your child molds, cuts, sticks, sorts, or manipulates objects — help them develop motor skills. They also help your child learn to follow directions for precision and accuracy.

All of these skills can be used later in life with important, daily actions such as writing and tying shoelaces.

Similarly, activities like putting puzzles together and playing with building blocks help develop reasoning skills and creativity, to name just two benefits for your child..

Different learning activities for 3-year-olds can also help your child exercise patience, perseverance, and logical thinking. These are all important for a young child’s development.

The first six years of a child’s life are a critical period for brain development. When children engage in activities that incorporate multiple skills simultaneously (like listening, talking, and using their hands), it activates more areas of the brain and helps enhance learning.

How To Approach Activities For 3-Year-Olds

Keep It Simple

So often, parents assume they have to find the most elaborate activities and games for their children. Of course, you’re free to do so, but it’s important to know that’s not always necessary.

Three year olds are fascinated by lots of simple things — different colors and shapes, how these colors change when you mix them (e.g., red and blue make purple), kicking a ball, storybooks about dinosaurs, baking cookies, and so on.

To create engaging learning activities for 3-year-olds, you don’t have to overwhelm yourself. Instead, you can use many everyday items you already have around the house.

Allow For Creativity

Life is full of rules, so, during these activities, why not just let your child be, well, a child? If they decide to paint a blue dog, that’s OK! And if they choose to create a 10-legged cat, what’s the big deal?

It’s essential to allow your child to do crafts in their own way and give them ownership over the experience.

That being said, always consider whether or not you’re up for a mess. Sure, the Pinterest images of children covered in colorful paint or glitter look like a blast, but we all know someone has to clean that up!

If you’ve had a long week at work, for instance, there’s nothing wrong with choosing activities for 3-year-olds that will not drain the little bit of energy you have left, and then leaving the messy ones for a less stressful time.

Be Flexible And Patient

While introducing different activities, it’s important to understand that your child might prefer some over others. That’s OK!

At this age, your child is learning who they are and what they’re comfortable with. Understanding their likes and dislikes is part of the learning process for us as parents.

7 Fun And Easy Learning Activities For 3-Year-Olds

1) Number Hunt

What You’ll Need:
  • From teddy bears to building blocks to balls, any fun items can be used for this activity!
What To Do:

Ask your three-year-old to find an item or a group of items. For example, ask them to find one teddy, two socks, and three balls. To add a little more excitement to the mix, you can also time your child. Can they find the items in just one minute?

If recalling all this information is a little tricky for your child right now, that’s OK. You can start by asking them to search for one item at a time (e.g., one teddy, and then one sock, and then one ball) and progress from there.

This is a great activity for an active young child. It helps to get those mental juices flowing as they will need to remember what items they need to find and the number they need for each.

2) Pasta Necklaces

  • What You’ll Need:
  • Dry, uncooked pasta (the tubed ones, to be specific)
  • Sealable plastic bags
  • Food coloring
  • A cotton thread or string (you can also use an old shoelace)
  • Tray
  • Paper towel
  • Optional: rubbing alcohol and beads
What To Do:

Start by placing the pasta into your plastic bags, and then add a few drops of food coloring and some rubbing alcohol. Note that you don’t have to use rubbing alcohol, but it helps to dry the food coloring faster.

After adding the coloring, seal the bag properly and give it a good shake. Now pour the colored pasta out on your trays (which you’ve lined with paper towels) and allow them to dry.

While waiting for the pasta to dry, you can cut the desired necklace length for your child out of the thread and string and tie a knot on one of the ends.

Once the pasta is dry, your child can then string the pasta and the beads (optional) to make a necklace. When they reach the end of the string, remember to tie the two sides together.

This is a fun way to help your child practice counting (“How many pieces of pasta are you adding?”), continue developing their fine motor skills, and tap into their creativity.



3) Trace Yourself

What You’ll Need:
  • Crayons
  • Paper sheets
What To Do:

This activity requires the least amount of prep and can be great for an easy afternoon when you’re in the mood for low mess levels.

The simplest body part to start with is your child’s hands. Once your child has mastered tracing out their hands, they can progress to their feet.

(For even more fun, use a very large piece of paper and trace your child’s whole body. They can then color features and clothes.)

This is an excellent way to help your child practice their grip on items (fine motor skills, anyone?), as they will need to firmly hold onto the crayons throughout.

4) Make An Ocean

What You’ll Need:
  • HOMER Sail The Ocean printable coloring page
  • Crayons, markers, or colored pens
What To Do:

Help your child color in the printable and discover all the interesting creatures that live in our seas!

This is a great activity to help familiarize your child with ocean creatures. You can encourage them to give the fishies silly names and even make up stories about them.

This activity helps kids express their creativity and continue practicing their coloring.

5) Build A City

What You’ll Need:
  • Building blocks
What To Do:

Help your child discover their inner architect by building their own city. The city can have high-rise buildings, a community park, and even a local candy store. There are no limitations!

This activity will help your child channel their creativity and problem-solving skills. They will also learn important life concepts, like understanding that for a building to be solid, they’ll need to create a firm foundation.

6) Watch It Grow

What You’ll Need:
  • HOMER printable field notes template
  • Crayons or pencils
  • A large jar (glass or clear plastic)
  • Fast-growing seeds (e.g. peas or beans)
  • Paper towels
  • An old milk or juice carton
  • A ruler or measuring tape
What To Do:

Start by asking your child to fill the jar with paper towels, and then pour water onto the paper towels until they are slightly damp.

Proceed to “plant” the seeds into the damp towels. Remember to position them near the edge so you can see them grow! You can then use the printable to decorate the watering can (the milk or juice carton) and add a tag with the plant’s name.

Over the following days, ask your child to note anything they observe from the seeds. They can also measure the growth and log field notes to track the changes. Remember to add some water if the paper towels dry out.

This is a great activity to help your child practice using a measuring tool. They will also learn how plants grow, as well as the importance of water, sunlight, and patience!

7) Create Your Own Color Hunt

What You’ll Need:
  • Crayons
  • Five objects that match each color crayon in or around the house
  • Optional: HOMER Make a Color Hunt printable
What To Do:

Draw a square in the center of a piece of paper (or use the optional Make a Color Hunt printable). After drawing the square, use just one color to color it in. Lastly, hand your child the paper and ask them to find five items in or around the house that have the same color.

For young kids who aren’t counting yet, you can place items into a bucket or box and ask them to find the items from inside that match the color in the box.

This is a great activity to help with sorting, learning colors, and counting.

Let The Adventures Continue!

There are lots of ways to help your child stay entertained, engaged, and learning while at home! Whether you choose all or some of the above activities for 3-year-olds, remember to incorporate a mixture to help your child continue developing different important skills.

If you’re searching for more learning activities for kids to try at home, check out THE HOMER Blog for inspiration!

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Play activities for children from birth to 3 years old | Article:

Playing activity of children from

birth to 3 years old

Historical prerequisites for the emergence of the game

Play is a great invention of man; it has for its biological, social and spiritual development no less, and perhaps even more important than fire and the wheel. ... In it, like in a mirror, the history of mankind was displayed with all its tragedies and comedies, strengths and weaknesses. Even in primitive society, there were games depicting war, hunting, agricultural work, and the worries of savages over the death of a wounded comrade. The game was associated with different types of art. The savages played like children, the game included dances, songs, elements of dramatic and visual arts. Sometimes magical actions were attributed to games. Thus, human play arises as an activity separated from productive, labor activity and representing a reproduction of relations between people. nine0003

• According to Froebel, children's play is a “mirror of life” and “a free manifestation of the inner world. Play is a bridge from the inner world to nature.” Nature was presented to Fröbel as a single and diverse sphere.

• D. Ushinsky tended to understand the boundless creative possibilities of man. He separated learning from play and considered it an indispensable duty of a schoolboy. “Teaching based only on interest does not allow the self-control and will of the student to grow stronger, since not everything in the teaching is interesting and much will come that will have to be taken by force of will.” nine0003

• VL Sukhomlinsky wrote: “Let's take a closer look at the place played in a child's life… For him, play is the most serious thing”.

• L. S. Vygotsky noticed in preschool children the appearance of an idea, which means a transition to creative activity. In early childhood, the child goes from action to thought, the preschooler already has a developing ability to go from thought to action, to embody his ideas. This is manifested in all activities, and, above all, in the game. nine0003

Characteristics of the main types of games and their

classification

• Game specific children's activity is heterogeneous. Each type of game has its own function in the development of the child. The blurring of lines between amateur and educational games observed today in theory and practice is unacceptable.

There are three classes of games:

- games that arise on the initiative of the child - amateur games;

- games initiated by an adult who introduces them for educational and upbringing purposes; nine0003

- games coming from the historically established traditions of the ethnic group - folk games that can arise both on the initiative of an adult and older children.

• Each of the listed classes of games, in turn, is represented by species and subspecies. So, the first class includes: a game - experimentation and plot amateur games - plot-educational, plot-role-playing, directorial and theatrical. This class of games seems to be the most productive for the development of the child's intellectual initiative, creativity, which manifests itself in setting new game tasks for himself and others playing; for the emergence of new motives and activities. It is the games that arise on the initiative of the children themselves that most clearly represent the game as a form of practical reflection on the material of knowledge about the surrounding reality of significant experiences and impressions associated with the life experience of the child. It is amateur play that is the leading activity in early childhood. nine0003

• The content of amateur games is fed by the child's experience of other activities and meaningful communication with adults. The second class of games includes educational games (didactic, plot didactic and others) and leisure games, which include fun games, entertainment games, and intellectual ones. All games can be independent, but they are never amateur.

• The types of games for children are very diverse. There are games that are specifically designed to develop the mental abilities of children, improve and train their memory and thinking, which help to better assimilate and consolidate the knowledge acquired at school, to awaken students' keen interest in the subjects being studied. Such games need to be given constant attention. In their totality, developing, cognitive games should contribute to the development in children of thinking, memory, attention, creative imagination, the ability to analyze and synthesize, perceive spatial relationships, develop constructive skills and creativity, educate children in observation, soundness of judgments, habits of self-examination, teach children to subordinate their actions to the task, to bring the work begun to the end. nine0003

The plot and content of the game

• When analyzing a game, it is necessary to distinguish between its plot and content. The plot of the game is that area of ​​reality that is reproduced by children in the game (hospital, family, war, shop, etc.). The plots of the games reflect the specific conditions of the child's life. They change depending on these specific conditions, along with the expansion of the child's horizons and familiarity with the environment. The content of the game is what is reproduced by the child as the main thing in human relations. The content of the game expresses a more or less deep penetration of the child into the relationships and activities of people. It can only reflect the external side of a person's behavior, only what and how a person acts, or a person's relationship to other people, or the meaning of human activity. • No need to think that all this material can be bought in a toy store. You buy a bright, beautiful house for a child, and he will make a prison out of it, you buy dolls for him, and he will line them up in the ranks of soldiers, you buy a pretty boy for him, and he will flog him: he will remake and rebuild the ones you bought toys not according to their purpose, but according to those elements that will flow into it from the surrounding life - this is the material that parents and educators should most of all take care of. Indeed, the same game in its plot (for example, “to the family”) can have completely different content: one “mother” will beat and scold her “children”, another will put on makeup in front of a mirror and rush to visit, the third will constantly wash and cook, the fourth - read books to children and study with them, etc. nine0003

• Thus, the special sensitivity of the game to the sphere of human relations indicates that it is social not only in its origin, but also in its content. It arises from the conditions of the child's life in the life of society and reflects and reproduces these conditions.

• But how does a role arise in a child's play? Considering the origin of play at an early age, we said that symbolic substitutions and actions with imaginary objects appear already in the third year of life. But such actions are not yet the role. A child can feed a doll for a long time or give her injections without taking on the role of a mother or a doctor. How does a role appear in the mind and in the actions of a preschooler? The answer to this question was devoted to the study of N. Ya. Mikhailenko, in which various strategies for the formation of a role-playing game were carried out; retelling a simple story, showing a game situation, emotional connection of a child to a story game, etc. nine0003

• Although the majority of children aged 2-3 after these influences performed the shown actions, they were not yet role-playing. This was expressed, in particular, in the fact that the children accepted adult proposals such as “feed the doll”, “treat the bear”, but did not accept proposals such as “play doctor” or “play teacher”. In order to form a role-playing game, games were organized jointly with an adult, in which the children performed a series of actions corresponding to one or another character, and in the course of performing the adult attributed them to one or another role: “You, like a mother, feed your daughter”, “You, like a doctor, treat a child,” etc. After the end of the entire chain of actions, the adult recorded all the actions performed by the child: “You played the doctor,” “You played the driver. ” Already after a small number of such joint games, the children actively and willingly played with a simple suggestion of a plot and easily took on roles. The main takeaway from this formative experiment is that the transition to role play requires guidance from the caregiver or parents. The idea of ​​spontaneity in the development of role play arises from the fact that adults do not notice the leadership that they spontaneously exercise, or because such leadership is taken over by older children. nine0003

• Almost all researchers who have studied play unanimously noted that play is the most free, unconstrained activity of a preschool child. In the game, he does only what he wants to do. The laid-back nature of the game is expressed not only in the fact that the child freely chooses the plot of the game, but also in the fact that his actions with objects are completely free from their usual, “correct” use.

• The creative freedom of play is also expressed in the fact that the child is included in it with all his emotionality, experiencing maximum pleasure during the game. The emotional richness of the game is so strong and obvious that this moment is often brought to the fore, which allows us to consider the game as an instinctive source of pleasure. nine0003

• The paradox lies in the fact that it is in this activity, which is maximally free from any coercion, which seems to be entirely in the power of emotions, the child first of all learns to control his behavior and regulate it in accordance with generally accepted rules. The essence of children's play lies precisely in this contradiction. How does this become possible?

• In order for a child to take on the role of some other person, it is necessary to highlight in this person the characteristic features inherent only to him, the rules and ways of his behavior. Only when the child has a sufficiently clear picture of the character's behavior, the role can be taken and performed by the child in the game. In one of the studies of D. B. Elkonin, a game was proposed “in oneself”, in one of the well-known comrades and in one of the adults (mother or teacher). Children of all ages refused to play "in themselves." The younger children could not motivate their refusals in any way, while the older ones directly indicated: “They don’t play like that, this is not a game” or “How can I play Nina if I’m already Nina.” nine0003

• A number of studies by Soviet psychologists have shown that in play children are far ahead of their ability to master their behavior. A. V. Zaporozhets was the first to draw attention to the fact that the nature of the movements performed by the child in the game and in the conditions of direct performance of the task is different. He cited interesting results of research by T.O. Ginevskaya, who specifically studied the significance of play for the organization of child movements. It turned out that in the role-playing game “to be athletes”, not only the relative efficiency of the jump increased, but the very nature of the movement changed: the phase of preparation, a kind of start, stood out much more clearly in it. nine0003

• In a study by L. I. Bozhovich, it was found that preschoolers are able to long and diligently engage in a task that is boring for them (writing out the same letters) when they depict students performing their duties in the game.1 On the decisive role of play activity in the development of voluntary behavior was repeatedly pointed out by D. B. Elkonin. In his research, it was shown that the introduction of a plot into a child's play significantly increases the effectiveness of obeying a rule as early as 3-4 years. In the work of Z. V. Manuilenko, the ability of preschoolers to maintain a given posture for a long time, without changing it and holding it for as long as possible, was studied. In one of the series of experiments, the child had to hold a certain position on the instructions of an adult, in the other, he played the role of a sentry guarding the factory. It turned out that the performance of this difficult task for a preschooler is much more effective in the game. As Z. V. Manuilenko notes, in the game, thanks to the accepted role of the sentry, maintaining the posture becomes the content of the preschooler's behavior. In the work of E. A. Bugrimenko, it was shown that the assimilation of control-evaluative relations between preschoolers is much more effective in a role-playing game (the game “toy factory” was used). nine0003

• Playing with a rule differs from a role-playing game in that here the rule is open, ie. addressed to the child himself, not to the game character. Therefore, it can become a means of understanding one's behavior and mastering it. When a child begins to act according to the rule, questions arise for the first time: “How should one behave? Am I doing the right thing?" The fact that a rule was singled out indicates that the first forms of self-control appear in the child and, consequently, his behavior has risen to a new level of arbitrariness not only in play, but also in other, non-play situations. nine0003

• How is this transition to rule-conforming action carried out?

• A number of studies have shown that knowledge of the rule and even its understanding does not always ensure its implementation. Apparently, the action according to the rule does not begin with the memorization of the rule itself, although it is obvious that knowledge of the rule is a necessary condition for its implementation. The possibility of a direct projection of a rule or pattern of behavior into practical action is also doubtful. The imposition of a model or its suggestion, which occurs outside the child's consciousness, leads to the fact that he does not distinguish between right and wrong actions. Such an imposed, unconscious action is forced, automatic, without its own meaning. In order for a rule to be realized by the child and really mediate his behavior, it must acquire a subjective significance. In order for the child to face the question: “Am I acting correctly?”, He must want to act “correctly,” that is, in accordance with the accepted and understood rule. nine0003

• The emergence of a new value of correct behavior for a preschooler and the transformation of a rule into a motive for one's own actions mark a new stage in the development of not only volition, but also the will of the child. For the first time, conscious and motivated implementation of voluntarily accepted rules occurs in the games of a preschooler.

Stages of development of play activity

children from birth to 3 years old

• The first stage in the development of play activity is an introductory game. According to the motive given to the child by an adult with the help of a toy item, it is an object-play activity. Its content consists of manipulation actions carried out in the process of examining an object. This activity of the infant very soon changes its content: the examination is aimed at revealing the features of the object - the toy, and therefore develops into oriented actions - operations. nine0003

• The next stage of play activity is called a display game, in which individual object-specific operations move to the rank of action aimed at identifying the specific properties of an object and achieving a certain effect with the help of this object. This is the climax of the development of the psychological content of play in early childhood. It is he who creates the necessary ground for the formation of the corresponding objective activity in the child.

• At the turn of the first and second years of a child's life, the development of play and objective activity merges and diverges at the same time. Now, however, the differences begin to appear in the methods of action - the next stage in the development of the game begins: it becomes plot-representative. Its psychological content also changes: the child's actions, while remaining objectively mediated, imitate in a conditional form the use of the object for its intended purpose. This is how the prerequisites for a role-playing game gradually become infected. nine0003

• At this stage of the development of the game, words and deeds merge, and role-playing behavior becomes a model of relationships between people meaningful to children. The stage of the actual role-playing game begins, in which the players model the labor and social relations of people familiar to them.

• Scientific understanding of the phased development of play activities makes it possible to develop clearer, more systematic recommendations for managing the play activities of children in different age groups. nine0003

• In order to achieve a game that is genuine, emotionally rich, including an intellectual solution to the game problem, the teacher needs to comprehensively manage the formation, namely: purposefully enrich the child's tactical experience, gradually transferring it into a conditional game plan, during independent games encourage the preschooler to creatively reflect reality .

• Emotions cement the game, make it exciting, create a favorable climate for relationships, increase the tone that every child needs to share his spiritual comfort, and this, in turn, becomes a condition for the preschooler's susceptibility to educational actions and joint activities with peers. nine0003

• The game is dynamic where the management is aimed at its gradual formation, taking into account those factors that ensure the timely development of game activity at all age levels. Here it is very important to rely on the personal experience of the child. The game actions formed on its basis acquire a special emotional coloring. Otherwise, learning to play becomes mechanical.

• All components of a comprehensive play guide are interrelated and equally important when working with young children. nine0003

• As children grow older, the organization of their practical experience also changes, which is aimed at actively learning the real relationships of people in the process of joint activities. In this regard, the content of educational games and the conditions of the subject-game environment are being updated. The focus of activating communication between an adult and children is shifting: it becomes business-like, aimed at achieving joint goals. Adults act as one of the participants in the game, encouraging children to joint discussions, statements, disputes, conversations, contribute to the collective solution of game problems, which reflect the joint social and labor activities of people. nine0003

• And so, the formation of play activity creates the necessary psychological conditions and favorable ground for the comprehensive development of the child. Comprehensive education of people, taking into account their age characteristics, requires the systematization of games used in practice, the establishment of links between different forms of independent gaming and non-gaming activities that take place in the form of a game. As you know, any activity is determined by its motive, that is, by what this activity is aimed at. Play is an activity whose motive lies within itself. This means that the child plays because he wants to play, and not for the sake of obtaining some specific result, which is typical for household, labor and any other productive activity. nine0003

• The development of the child in the game occurs, first of all, due to the diverse orientation of its content. There are games that are directly aimed at physical education (moving), aesthetic (musical), mental (didactic and plot). Many of them at the same time contribute to moral education (plot-role-playing, dramatization games, mobile, etc.).

• All types of games can be combined into two large groups, which differ in the degree of direct participation of an adult, as well as in different forms of children's activity. nine0003

• The first group is games where an adult takes an indirect part in their preparation and conduct. The activity of children (subject to the formation of a certain level of game actions and skills) has an initiative, creative character - the guys are able to independently set a game goal, develop the game plan and find the necessary ways to solve game problems. In independent games, conditions are created for children to show initiative, which always indicates a certain level of intelligence development. nine0003

• Games of this group, which include plot and educational games, are especially valuable for their developmental function, which is of great importance for the overall mental development of each child.

• The second group is various educational games in which an adult, telling a child the rules of the game or explaining the design of a toy, gives a fixed program of actions to achieve a certain result. In these games, specific tasks of education and training are usually solved; they are aimed at mastering certain program material and rules that players must follow. Educational games are also important for the moral and aesthetic education of preschoolers. nine0003

• The activity of children in learning to play is mainly of a reproductive nature: children, solving game problems with a given program of actions, only reproduce the ways of their implementation. On the basis of formation and skills, children can start independent games, in which there will be more elements of creativity.

• The group of games with a fixed action program includes mobile, didactic, musical, games - dramatization, games - entertainment.

• In addition to the games themselves, it should be said about the so-called non-gaming activities that do not take place in the form of a game. These may be the initial forms of child labor organized in a special way, some types of visual activity, familiarization with the environment during a walk. nine0003

• Timely and correct use of various games in educational practice ensures the solution of the tasks set by the "program of education and training in kindergartens" in the most appropriate form for children. It should be noted that games have a significant advantage over specially organized classes in the sense that they create more favorable conditions for the active reflection of socially established experience in children's independent activities.

• Searching for answers to emerging game problems increases the cognitive activity of children and real life. The processes of a child's mental development achieved in the game significantly affect the possibilities of his systematic learning in the classroom, contribute to the improvement of his real moral and aesthetic position among peers and adults. nine0003

• The progressive, developing value of the game is not only in the realization of the opportunities for the comprehensive development of the child, but also in the fact that it helps to expand the scope of their interests, the emergence of a need for classes, the formation of a motive for a new activity - learning, which is one of the most important factors of psychological readiness child to school.

The importance of play activity for

socio-psychological development

children of this age

• The entire preschool age is considered the classical age of play activity. During this period, a special type of children's play arises and acquires the most developed form, which in psychology and pedagogy is called plot-role play. A plot-role-playing game is an activity in which children take on the labor or social functions of adults and, in specially created play, imaginary conditions, reproduce (or model) the life of adults and the relationships between them.

• In such activities, all the mental qualities and characteristics of the child's personality are most intensively formed.

• The subordination of motives, which was mentioned above, arises for the first time and is most clearly manifested in play activity. In fulfilling a play role, the child subordinates to this task all his momentary, impulsive actions.

• Game activity influences the formation of the arbitrariness of all mental processes - from elementary to the most complex. So, voluntary behavior, voluntary attention and memory begin to develop in the game. In the conditions of the game, children concentrate better and remember more than on the direct instructions of an adult. A conscious goal - to concentrate, to remember something, to restrain an impulsive movement - is the earliest and most easily distinguished by a child in the game. nine0003

• Play activities have a great influence on a child's mental development. Acting with substitute objects, the child begins to operate in a conceivable, conditional space. The substitute object becomes a support for thinking. Gradually, play actions are reduced, and the child begins to act in the internal, mental plane. Thus, the game contributes to the fact that the child moves to thinking in images and ideas. In addition, in the game, performing

different roles, the child takes on different points of view and begins to see

an object from different angles, This contributes to the development of the most important, mental ability of a person, which allows him to present a different view and a different point of view.

• Role play is critical to the development of the imagination. Game actions take place in an imaginary situation; real objects are used as others, imaginary; the child takes on the roles of the missing characters. This practice of acting in a fictional space helps children acquire the ability for creative imagination. nine0003

• A child's communication with peers develops mainly in the process of joint play activities. Playing together, children begin to take into account the desires and actions of another child, defend their point of view, build and implement joint plans. Therefore, the game has a huge impact on the development of children's communication during this period

• Other activities of the child are added in the game, which then acquire independent significance. Thus, productive activities (drawing, design) are initially closely merged with play. Drawing, the child plays a particular plot. The construction of the cubes is woven into the course of the game. Only by the senior preschool age the result of productive activity acquires an independent meaning, independent of the game. nine0003

• Learning activity begins to take shape within play activity. The teaching is introduced by the teacher, it does not appear directly from the game. The child begins to learn by playing. He treats learning as a kind of game with certain roles and rules. By following these rules, he masters elementary educational actions.

• The great importance of play activity for the development of all mental processes and the personality of the child as a whole gives reason to believe that this activity is the leading one under the age of 3 years. nine0003

The mode of employment of students in the preschool educational institution

The page was updated on 07/21/2017

APPROVED

by order of the manager

dated 29.01.2014 No. 22/03-01

N.L. Borodai

The mode of employment of students in the institution

  1. Municipal preschool educational institution kindergarten of a general developmental type No. 8 "Spikelet" (hereinafter referred to as the Institution) operates in the mode:
  • full day - 12-hour stay. nine0168
  1. Working hours of the Institution:
  • five-day work week;
  • opening hours - from 7.00 to 19.00;
  • days off - Saturday, Sunday, non-working holidays established by the legislation of the Russian Federation;
  1. The maximum duration of continuous wakefulness of children aged 3-7 years is 5.5-6 hours, up to 3 years - in accordance with medical recommendations. nine0168
  2. The duration of daily walks is 3-4 hours. The duration of the walk is determined depending on the climatic conditions. When the air temperature is below minus 15 °C and the wind speed is more than 7 m/s, the duration of the walk is reduced.
  3. Walks are organized 2 times a day: in the first half of the day and in the second half of the day - after a day's sleep or before the children go home.
  4. When organizing the stay of children for more than 5 hours, meals are organized at intervals of 3-4 hours and daytime sleep. nine0168
  5. The total duration of daily sleep for preschool children is 12 - 12.5 hours, of which 2 - 2.5 hours are spent on daytime sleep. For children from 1.5 to 3 years, daytime sleep is organized once for at least 3 hours.
  6. At least 3-4 hours are allotted for independent activities of children aged 3-7 years (games, preparation for educational activities, personal hygiene) in the daily routine.
  7. The maximum duration of continuous directly educational activity for young children from 1.5 to 3 years is 10 minutes. Educational activities are carried out in the first and second half of the day (8-10 minutes each). It is possible to carry out educational activities on the playground during a walk. nine0168
  8. The maximum duration of continuous direct educational activity for children from 3 to 4 years old is 15 minutes, for children from 4 to 5 years old - 20 minutes, for children from 5 to 6 years old - 25 minutes, for children from 6 to 7 years old - 30 minutes.
  9. The maximum allowable amount of educational load in the first half of the day in the junior and middle groups is 30 and 40 minutes, respectively, and in the senior and preparatory - 45 minutes and 1.5 hours, respectively. In the middle of the time allotted for continuous educational activities, physical education minutes are held. Breaks between periods of continuous educational activity - at least 10 minutes. nine0168
  10. Educational activities with children of older preschool age can be carried out in the afternoon after daytime sleep. Its duration is no more than 25 - 30 minutes a day. In the middle of a directly educational activity of a static nature, physical culture minutes are held.
  11. Educational activities that require increased cognitive activity and mental stress of children are organized in the first half of the day. To prevent fatigue in children, physical education, music classes, rhythm, etc. are held. nine0168
  12. The forms of physical activity of children in the Establishment are morning gymnastics, physical education indoors and outdoors, physical training minutes, outdoor games, sports exercises, rhythmic gymnastics, training on simulators and others.

In the volume of motor activity of pupils aged 5-7 years, health-improving and educational activities are provided in organized forms for 6-8 hours a week, taking into account the psychophysiological characteristics of children, the time of year and the mode of operation of the Institution. nine0003

  1. With children of the second and third years of life, physical development classes of the main educational program are carried out in subgroups 2-3 times a week.

The duration of physical development classes for children from 1 year 7 months to 2 years - 8 - 10 minutes, from 2 years 1 month to 3 years - 10-15 minutes.

  1. Physical development classes of the main educational program for children aged 3 to 7 years are organized at least 3 times a week. The duration of physical development classes depends on the age of the children and is: