Розвиток ігрової діяльності як умова формування соціального досвіду у дітей дошкільного віку

The article substantiates the importance of play activity as a means of forming the social experience in preschool children and analyzes methodological principles of the development of creative play in different age groups of preschool education. Social experience in a preschool child is understood as a system of ideas and knowledge about social reality, associated with appropriate emotional attitudes, which are reflected in skills of social behavior and ensure full inclusion of the individual in the system of social relations. The factors influencing the disappearance of creative play from children's lives are analyzed: reduction of time for creative play, its replacement by didactic or computer games; low involvement of parents in children's games; digitalization and urbanization of society; lack of communication with peers; changes in the structure of children's play. Methods and techniques of working with preschoolers aimed at solving the tasks of developing play activity are revealed. In the younger group, these are: accepting and designating a game role; implementing role-playing actions; developing pair role interaction and elementary role dialogue with a peer partner. In the middle group of a pre-school educational establishment, the tasks of developing play activity are: forming the ability to change the game role during the game and name it for game partners; and changing role behavior in accordance with the different roles of partners. In the senior preschool age, children should reach a high level of development of play activity, the signs of which are: reflection in the content of the game of actions related to the attitude towards other people; developed role speech; the presence of both detailed and generalized game actions; compliance with the rules of the game that correspond to the role; the ability to change roles during the game; the ability to compose a plot.