The concept of "game" and "game activity". Leading signs of gaming activity

Omsk State Pedagogical University

GAME ACTIVITY IN THE PROCESS OF LEARNING

(creative task in pedagogy)

Completed: student faculty. foreign language. gr.315

Vagina I. B.

Supervisor:

Kabirova Zh. M.

Introduction ................................................ ................................................. ............3

Chapter 1. Theoretical basis use of the game in the learning process .............................................................. ................................................. .........................5

§ 1. Background .............................................................. ..............................5

§ 2. Psychological foundations of the game .............................................. ......7

§ 3. Technology of the game in the learning process .............................................. 12

Chapter 2. Research material............................................... ...........nineteen

§ 1. Analysis of the teacher's work experience in using the game in the learning process .............................................. ........................................nineteen

Conclusion................................................. ................................................. .....24

Bibliography................................................ .........................................25

Applications ................................................. ................................................. ....26

The game is the most accessible type of activity for children, a way of processing impressions received from the outside world. The game clearly manifests the features of the child's thinking and imagination, his emotionality, activity, and the developing need for communication.

Interesting game increases the mental activity of the child, and he can solve a more difficult task than in class. But this does not mean that classes should be conducted only in the form of a game. The game is only one of the methods, and it only gives good results in combination with others: observation, conversation, reading, and others.

While playing, children learn to apply their knowledge and skills in practice, to use them in different conditions. The game is an independent activity in which children enter into communication with their peers. They are united by a common goal, joint efforts to achieve it, common experiences. Game experiences leave a deep imprint in the mind of the child and contribute to the formation of good feelings, noble aspirations, and skills of collective life.

The game occupies a large place in the system of physical, moral, labor and aesthetic education. The child needs vigorous activity that contributes to an increase in his vitality, satisfies his interests, social needs.

The game is of great educational importance, it is closely related to learning in the classroom, with observations. Everyday life.

They learn to solve game problems on their own, find the best way to implement their plans, use their knowledge, express it in words.

Quite often the game serves as a pretext for communicating new knowledge, for broadening one's horizons. With the development of interest in the work of adults, to public life, to the heroic deeds of people, children have their first dreams of future profession, the desire to imitate your favorite characters. All this makes the game an important means of creating a child's orientation, which begins to take shape even in preschool childhood.

Thus, play activity is topical issue learning process.

The urgency of the problem determined the choice of the topic of my term paper. Analysis of the works of P. I. Pidkasistoy, Zh. S. Khaidarov, D. V. Elkonin, D. V. Mendzheritskaya, I. Huizinga and others made it possible to determine the purpose and objectives of the study.

Purpose: to reveal the methodology of gaming activity in the learning process.

The goals contribute to the solution of the following tasks:

* on the basis of the studied literature, determine the purpose of gaming activity in the educational process, the methodology for organizing gaming activities in the lesson;

* establish how often games are used in the organization of the educational process and how effective it is;

The above tasks determined the range of methods of pedagogical research:

* survey.

* observation.

The word "game", "play" in Russian is extremely ambiguous. The word "game" is used in the sense of entertainment, in a figurative sense. E.A. Poprovsky says that the concept of "play" in general has some differences among different peoples. Thus, among the ancient Greeks, the word "play" meant the actions characteristic of children, expressing mainly what we call "inflecting on childishness." Among the Jews, the word "game" corresponded to the concept of a joke and laughter. Subsequently, in all European languages, the word "game" began to designate a wide range of human actions, - on the one hand, not claiming to be hard work, on the other - giving people fun and pleasure. Thus, everything began to enter into this circle of concepts, from the children's game of soldiers to the tragic reproduction of heroes on the stage of the theater.

The word "game" is not a scientific concept in the strict sense of the word. Perhaps it is precisely because a number of researchers have tried to find something in common between the most diverse and different-quality actions denoted by the word "game", we still do not have a satisfactory distinction between these activities and a satisfactory explanation. different forms games.

Researches by travelers and ethnographers containing material on the position of the child in a society at a relatively low level of developmental history provide sufficient grounds for a hypothesis about the origin and development of children's play. At different stages of the development of society, when the main way of obtaining food was gathering with the use of simple tools, the game did not exist. Children early included in the life of adults. The increasing complexity of tools, the transition to hunting, cattle breeding, and hoe farming led to a significant change in the position of the child in society. There was a need for special training for the future hunter, cattle breeder and the like. In this regard, adults began to make tools that are an exact copy tools of adults, but smaller, specially adapted for children. There were games - exercises. Children's tools increased with the growth of the child, gradually acquiring all the properties of adult tools. Society as a whole is extremely interested in preparing children for participation in the future in the most responsible and important areas of work, and adults in every possible way contribute to children's exercise games, over which competition games are built, which are a kind of exam and a public review of children's achievements. In the future, a role-playing (or plot) game appears. A game in which the child assumes and performs a role, according to any actions of adults. Children, left to their own devices, unite and organize their own special game life, reproducing in the main features of social relations and labor activity adults.

The historical development of the game is not repeated. In ontogeny, chronologically, the first is the role-playing game, which serves as the main source of the formation of the child's social consciousness at preschool age.

Thus, childhood is inseparable from play. The more childhood there is in a culture, the more important play is for society.

Long before play became the subject of scientific research, it was widely used as one of the most important means of educating children. The time when education stood out as a special social function goes back centuries, and the use of play as a means of education also goes back to the same depth of centuries. Different pedagogical systems have given different roles to the game, but there is not a single system in which, to one degree or another, a place in the game would not be assigned.

A wide variety of functions, both purely educational and educational, are attributed to the game, so there is a need to more accurately determine the impact of the game on the development of the child and find its place in the general system of educational work of institutions for children.

It is necessary to determine more precisely those aspects of the mental development and formation of the child's personality that are predominantly developed in the game or experience only a limited impact in other types of activity.

The study of the significance of the game for mental development and personality formation is very difficult. A pure experiment is impossible here, simply because it is impossible to remove play activity from the life of children and see how the development process will proceed.

The most important is the importance of the game for the motivational-need sphere of the child. According to the works of D. B. Elkonin, the problem of motives and needs comes to the fore.

The transformation of play during the transition from preschool to preschool childhood is based on the expansion of the range of human objects, the mastery of which now confronts the child as a task and the world of which he is aware of in the course of his further mental development, the very expansion of the range of objects with which the child wants to act independently is secondary. It is based on the “discovery” by the child of a new world, the world of adults with their activities, their functions, their relationships. A child on the border of the transition from object to role-playing does not yet know either the social relations of adults, or the social functions, or the social meaning of their activities. He acts in the direction of his desire, objectively puts himself in the position of an adult, while there is an emotionally effective orientation in relation to adults and the meanings of their activities. Here the intellect follows the emotionally effective experience. The game acts as an activity that is closely related to the needs of the child. In it, the primary emotionally effective orientation in the meanings of human activity takes place, there is an awareness of one's limited place in the system of adult relations and the need to be an adult. The significance of the game is not limited to the fact that the child has new motives of activity and tasks associated with them. It is essential that a new psychological form of motives arise in play. Hypothetically, one can imagine that it is in the game that there is a transition from immediate desires to motives that have the form of generalized intentions, standing on the verge of consciousness.

Before talking about the development of mental actions in the process of play, it is necessary to list the main stages through which the formation of any mental action and the concept associated with it must pass:

* the stage of action formation on material objects or their material substitute models;

* stage of formation of the same action in terms of loud speech;

* the stage of formation of the actual mental action.

Considering the actions of the child in the game, it is easy to see that the child already acts with the meanings of objects, but still relies on their material substitutes - toys. An analysis of the development of actions in the game shows that the reliance on objects - substitutes and actions are being reduced more and more.

If at the initial stages of development an object is required - a substitute and a relatively detailed action with it, then at a later stage of the development of the game, the object appears through words - the name is already a sign of a thing, and the action is like abbreviated and generalized gestures accompanied by speech. Thus, play actions are of an intermediate nature, gradually acquiring the character of mental actions with the meanings of objects performed in response to external actions.

The path of development to actions in the mind with meanings torn off from objects is at the same time the emergence of prerequisites for the formation of imagination. The game acts as an activity in which the formation of prerequisites for the transition of mental actions to a new, higher stage - mental actions based on speech. The functional development of play actions flows into ontogenetic development, creating a zone of proximal development of mental actions.

In play activity, a significant restructuring of the child's behavior takes place - it becomes arbitrary. By arbitrary behavior it is necessary to understand behavior that is carried out in accordance with the image and controlled by comparing with this image as a stage.

A. V. Zaporozhets was the first to draw attention to the fact that the nature of the movements performed by the child in the conditions of play and in the conditions of a direct task is significantly different. He also established that in the course of development the structure and organization of movements change. They clearly distinguish between the preparation phase and the execution phase.

The effectiveness of the movement, as well as its organization, essentially depend on what structural place the movement occupies in the implementation of the role that the child performs.

The yoke is the first form of activity accessible to the student, which involves the conscious education and improvement of new actions.

ZV Manuleiko reveals the question of the psychological mechanism of the game. Based on her work, it can be said that great importance in the psychological mechanism of the game, the motivation of activity is assigned. The performance of the role, being emotionally attractive, has a stimulating effect on the performance of the actions in which the role finds its embodiment.

An indication of motives is, however, insufficient. It is necessary to find the mental mechanism through which motives can exert this influence. When performing a role, the pattern of behavior contained in the role becomes at the same time a stage with which the child compares his behavior and controls it. The child in the game performs, as it were, two functions; on the one hand, he fulfills his role, and on the other hand, he controls his behavior. Arbitrary behavior is characterized not only by the presence of a pattern, but also by the presence of control over the implementation of this pattern. When performing a role, there is a kind of bifurcation, i.e. "reflection". But this is not yet conscious control, because. the control function is still weak and often requires support from the situation, from the participants in the game. This is the weakness of the emerging function, but the significance of the game is that this function is born here. That is why the game can be considered a school of arbitrary behavior.

The game is important for the formation of a friendly children's team, and for the formation of independence, and for the formation of a positive attitude towards work, and for many other things. All these educational effects are based as their basis on the influence that the game has on the mental development of the child, on the formation of his personality.

The technology of game forms of learning (IFO) is aimed at teaching the student to be aware of the motives of his teaching, his behavior in the game and in life, i.e. to formulate the goals and programs of his own, as a rule, deeply hidden in a normal environment, independent activity and anticipate it upcoming results.

Based on the work of P.I. Pidkasisty, we can argue that all games are divided into natural and artificial. Natural play is a spontaneous orienting activity, by which, thanks to the natural processes of self-learning, a person independently masters new forms and methods of action in a familiar and unusual environment.

The main difference between an artificial game and a natural one is that a person knows what he is playing and, on the basis of this obvious knowledge, widely uses the game for his own purposes.

There are six well-known organizational forms of game activity: individual, single, pair, group, collective, mass form of the game.

* Individual forms of games include the game of one person with himself in a dream and in reality, as well as with various objects and signs.

* A single form is the activity of one player in the system of simulation models with direct and feedback from the results of achieving their desired goal.

* The pair form is the game of one person with another person, usually in an atmosphere of competition and rivalry.

* A group form is a game played by three or more opponents pursuing the same goal in a competitive setting.

* The collective form is a group game in which the competition between individual players is replaced by opposing teams.

* bulk form game has a replicated single player game with direct and feedback from common purpose, which is simultaneously pursued by millions of people.

One of the fundamental provisions of the reflex concept of independent activity of organisms or "bio-machines", which is of fundamental importance for the construction of the theory of Artificial Games (AI), is the famous conclusion of P. K. Anyukhin that all living beings are inherent in the property of anticipatory reflection of reality.

From this we get the formula:

where COU is the rate of reflection or information exchange,

and C is the speed of light in empty space.

This means that the human brain, thanks to the superluminal speed of reflection and information exchange, is able to create in advance a mental image of the future result of its activity and at the same time set new goals for itself. This is the universal and most important regularity in the development of biomachine systems, without which adaptation is impossible, and hence the functioning of the “man-man” systems, which is AI.

Speaking about the structure of human gaming activity, all AIs, regardless of obvious differences, have a common structure, thanks to which AIs form a single System of Gaming Activity (SIA) of humanity.

On fig. No. 1 presents the main elements of all AI of the unknown player "A", striving for the goal "". Let's consider each element of the game in turn.

A o FI SI OP MI PI

A - a person who plays, a person who plays his thoughts and actions, a person who is ready to play in this particular role.

FI is a form of the game.

SI - means of the game - these are the objects and materials with which the player "A" is associated;

GPI - the basic rule of the game - is the main element of all artificial games of mankind. In its simplest form, the OPI is a move rule, a specific game action directed towards a goal, as a result of the successful implementation of which the counting rule is valid (Ex. C).

AT general view OPI can be represented as follows:

OPI \u003d PrH + PrS

MI - the mechanism of the game is a strict procedure for performing game actions.

The game is an ordered system of various objects and various actions with them, which by itself means the presence of rigid and flexible connections, direct or indirect contact between the players.

Every artificial game has its own order, its own system, and its own specific mechanism.

Of course, this does not mean that MI “fetters” gaming activity to the staffing table, standards and stamps. The will and thinking of the player, thanks to a single mechanism for performing operations with the objects of the game, become the methods and methods of his game activity, where the widest possibilities are always open for independent creativity.

PI - the process of the game is a revived mechanism of the game in the real actions of the players.

The goal of the game is the greatest result of game actions achieved by the players in accordance with all the rules and fixed by the arbiter at the end of the game.

The goal of the game can be represented as the sum of the results of game actions (see formula No. 1) and as the maximum result of each individual player (see formula No. 2).

As you know, any AI has a multi-purpose nature associated with the diversity of human gaming activities, and in each game a group of goals is involved, subordinate in turn to the personal goal of each player. The coincidence of all these goals of the players, as a rule, leads the team to victory.

AT overall structure games in fig. No. 1 arbiter "A" takes the first place for the whole place of the game. It is by his decisions that the results achieved are recorded, points are awarded, points are immediately recorded in the results table (TR), which acts as a general informant about the course of the game and documents all past results.

Thus, the entire element-by-element structure of AI is interconnected and in the developed gaming activity, individual elements are practically not distinguished and represent a dynamically integrated whole. Of course, each element of the game has a decisive impact on the result, but only all of them together lead the player to a personal and common victory.

According to the laws of action and cyclicity of AI, the principles of reliability and repeatability, each game action has an educational and training character and is necessarily repeated by the player to check its performance and verify the results achieved.

In order to create an educational game, it is necessary to invent and build such a game action so that in the process of its execution a person operates with the information he needs and we need, i.e. acted in the game according to the principle of constructing this specific knowledge.

Based on the work of Pidkasisty, it should be noted that the OPI of an educational game is the sum of elementary information and logical units of a specific knowledge (KZ) of the scientific and practical discipline being studied (see formula No. 3).

OPI = EKZ (3)

As you know, each KK can be represented by the sum or set of elements of this particular knowledge (EKZ).

KZ \u003d EKZ1 + EKZ 2 + EKZ3

The analysis of any KZ on the EKZ gives a real opportunity to build a knowledge table (TK), and then synthesize these EKZ according to the OPI in the KZ. The analysis and synthesis of CG is the key to turning concrete knowledge into a universal game action. I repeat that the analysis of various short circuits gives a real opportunity to build a technical specification - a whole block educational information, which must be learned or repeated by the trainees, and the synthesis of these short circuits from the block of educational information is something other than the OPI - the rule of the move, as a result of which the counting rule and the assignment of points automatically operate. It is these points or points that are recorded in the TR table of game results.

Based on the work of P. I. Pidkasisty and Zh. S. Khaidarov, it can be argued that the technology for the development and application of educational games can be presented in the following form:

KZ EKZ TZ BUK IK PNK OPI TR

Where KZ is a specific task

EKZ - an element of concrete knowledge

TK - knowledge table

BUK - block of educational cards

IR - individual card

GPI - basic rules of the game

TR - results table

Thus, the technology of gaming forms of learning is a specific way to implement pedagogical truth in each specific educational material, at a specific lesson or seminar. In other words, teaching technology is applied didactics, namely, the theory of using advanced pedagogical ideas, principles and rules of “pure science”.

The technology of educational games is practical implementation pedagogical theory and obtaining pre-planned results in the pedagogical process.

The technology of the game is based and developed on the basis of the wide application of pedagogical ideas, principles, concepts, rules. The specific and immediate goal of the IPE pedagogical technology is the spontaneously directed development of the personality of a playing student or schoolchild, this is a systematic and consistent implementation in practice of the concepts of innovative processes in education, designed in advance on the basis of those ideas recognized in the world as highly significant values ​​of the individual and society.

IPE technology acts as a kind of intermediate link between the theory and practice of teaching and represents a "volumetric projection" of the didactics of a pedagogical university on the practical activities of teachers and students.

In conclusion of the first part of my course work, it should be noted that the educational game is a creative repetition of a specific human activity on a deeply personal level with elements of original novelty, usefulness and significance in conditions of independence or competition with rivals. And that's the whole point of IFO.

The pedagogical axiom is the provision according to which the development of intellectual abilities, independence and initiative, efficiency and responsibility of students and schoolchildren can only lead to the presentation of genuine freedom of action in communication. Involving them in such an activity in which they would not only understand and verify what they are offered as an object of assimilation, but also in fact become convinced that their success in self-development, their fate as a specialist to an initial degree depends on their own efforts and decisions. The most important condition for the implementation of this axiom in pedagogical practice is the IPE, and the game preparation for real life and its changes.

To study gaming activities in the learning process, I used the methods of scientific and pedagogical research, and to study the practical side of my work, I turned to the methods of studying experience. When studying pedagogical experience, I used the following methods:

Questioning;

Interviewing;

Research on the use of gaming activities in the educational process took place at school No. 150.

To clarify the goals and objectives of the game as a teaching method, in what cases and at what stages it is carried out, a survey was conducted with the teachers of this school (see Appendix No. 1).

An analysis of the questioning of subject teachers showed that only 4 out of 10 constantly use the didactic game in the educational process. The following answers were received from subject teachers who had never used didactic games:

* some believe that their subject is one of the most difficult subjects in the school curriculum and therefore, for mastering educational material it is inappropriate to use games;

* others believe that they have already worked out their teaching methods and there is no need to change them;

* others believe that it is quite difficult to organize the learning process using didactic games and it is more acceptable to organize the pedagogical process in the form of a lesson and use established teaching methods.

But let us dwell on the experience of organizing the gaming activity of a particular subject teacher. This is a math teacher for grades 5-7. Work experience at school - 12 years. She has been using didactic games for the last 4 years and, according to her, quite successfully. The research took place in mathematics lessons among the 5th graders. Based on the results of the study, I found out that in the lessons she uses various forms games: individual, group, collective. The choice of form depends on the goals and objectives of the games. The goal is chosen depending on the result to be achieved.

In her opinion, it is preferable to use the game at the stage of checking or consolidating educational material. According to her, the analysis of the results of the games held shows that there is a consolidation and improvement of knowledge, the development of the psychological qualities of students, the education of students' speech, the ability to correctly and logically express their thoughts, the development of the ability to find optimal solutions, etc.

Based on her teaching experience, the math teacher concludes that children love games in the classroom, but do not always follow the rules. Most often this happens in a group game where children try to help each other. In this case, she did not stop the gameplay, but made the rules of the game more stringent.

In her opinion, the game cannot be used in the following cases:

if the game does not correspond to the level of development of students, that is, even with a clear explanation of the rules, it causes a certain difficulty in their implementation. In her opinion, this does not contribute to the consolidation of knowledge, but disperses attention to solving tasks abstracted from the topic.

if the children do not want to play;

· if the game is new – new games should be checked;

The teacher noted that throughout the entire process of playing in the lesson, it is necessary to carefully monitor so that there is no conflict situation between children and did not spoil the relationship in the classroom. If she noticed this, she intervened in the game and diverted the attention of the children to solving other problems in the game itself.

She believes that play helps students develop personally. This is the ability to cooperate with peers, the ability to listen and accept the opinions of others, etc.

In order to understand how to make the use of games more effective for teaching and educating students, how to use games and at what stages it is preferable, I conducted a study among students of the 5th grade of school No. 150, inviting them to answer the questions of the questionnaire (see Appendix No. 2 ).

An analysis of the responses of students in this class gave the following results:

1. Games in the classroom are liked by all students without exception.

2. Most students would like to play in every lesson, but only if this game is interesting to them.

4. The first place in games is occupied by a history lesson, where the teacher allows children to do dramatizations of various historical events, offers to come up with your own course of events, etc.

5. Students may not like the game, if the organization of the game does not take into account the interests of students, the content of the game does not correspond to the topic of the lesson or the hobbies of students.

6. The desire of students to participate in the game very often depends on their relationship with the teacher, as a result of which the teacher needs to clearly think through his actions, track the reaction of students to these actions and draw conclusions.

7. Most students like to win in the game. In my opinion, this desire to win ensures the learning and development of students in gaming activities.

Thus, the analysis of the experience of the subject teacher and the study of the gaming activities of students in the classroom allowed me to find the following negative aspects in the use of games in the learning process:

* firstly, it often takes a lot of time to explain the rules and demonstrate the game (especially for teachers with little experience in organizing games). Often this leads to the fact that children do not have time to study or consolidate the material in the remaining time;

* secondly, the mechanism of the game is often violated, i.e., the strict order of performing game actions is violated. Most often this is observed in group and collective forms of games, which leads to confusion, and most importantly, to questionable results;

* thirdly, after the games (and this is especially true for junior and middle grades) it can be difficult to restore discipline in the classroom, which is what teachers complain about when children come to the next lesson;

* fourthly, when conducting paired, group and collective forms of play, competition between children sometimes develops into unhealthy rivalry, which teachers do not always have time to notice, much less prevent. This leads to damaged relationships between children outside the game.

Thus, the analysis of observations of gaming activity and its results revealed that the use of gaming forms of learning is not always effective method to strengthen or expand knowledge.

For teachers and educators who use games in the learning process, I have developed the following recommendations:

* First, when choosing an IFO, one should not rush and act alone. Also, you should never take other people's games on faith, without proper verification. You need to see for yourself the effectiveness and attractiveness of the IFE by playing with colleagues and well-playing children.

* Secondly, the developed games should not be immediately brought to the classroom. It often happens that the game stops suddenly on the very interesting place and no amount of restoration will be able to restore the previous course of the game. To prevent this from happening, it is necessary to work with colleagues again, to see what difficulties there were, especially in collective games, to check again which of the students can be the main assistant in the game.

* Thirdly, no one should ever be forced to play anywhere. All people are equal before the arbiter and everything must be built on voluntary cooperation.

* Fourthly, one should not allow oneself to play with children down or follow their lead. At the same time, no matter how funny and fun in the game, you must comply with all external signs rigor and unfailing exactingness.

Based on the analysis of the literature, I revealed such aspects of the topic as the history of games, their psychological foundations, technology of development and organization of gaming forms of education.

In the practical part, based on the analysis of the results of research into the process of playing activity of students and the experience of the teacher, I made the following conclusions on the tasks set at the beginning of the course work:

* the purpose of gaming activity in the learning process is to help students expand their horizons and consolidate educational material, as well as the development of psychological and personal qualities;

* schools often use game forms of teaching in the classroom, but this method is not always effective, because in addition to the positive aspects of using games, there are also negative aspects, which are not always taken into account by teachers when organizing game activities.

It should also be noted that with clear thinking, proper development and proper organization game forms, the results in achieving the goals are obvious.

BIBLIOGRAPHY:

1. Zaporozhets A. V. “The development of voluntary behavior in children preschool age”, M.-48;

2. Manuleiko Z. V. “Change in the motor skills of a child depending on conditions and motives”, M.-69;

3. Mendzheritskaya D. V. “Educator about children's play”, M.-82;

4. Pidkasisty P.I., Khaidarov Zh.S. “Game technology in learning and development”, M.96;

5. Huizinga I. "A man playing", M.-92;

6. Shmakov S. A. “Her Majesty the game”, M.-92;

7. Stern V. "Psychology of early childhood", M.-93;

8. Elkonin D. V. "Psychology of the game", M.-78.

APPENDIX 1.

Questionnaire for teachers.

1. Do you use games in the pedagogical process?

2. What forms of play do you consider the most successful in the educational process?

3. When do you use the game?

4. At what stages of the lesson is it preferable in your opinion to use the game or its elements?

5. What goal do you most often pursue using a didactic game?

6. Do you think it is appropriate to use the game in the lesson?

7. What results do you most often want to achieve and do you manage to do it?

8. Do children like to play in the classroom?

9. Do children follow all the rules of the game?

10. When should games not be used?

11. What psychological qualities of the child does the game develop?

12. Is it advisable to use the game to develop the qualities of a student's personality?

APPENDIX 2

Questionnaire for students.

1. Do you like it when a teacher uses a game in class?

2. How often would you like the game to be used in class?

3. What form of play do you like more: individual, group or pair?

4. What lessons do you like to play (list)?

5. Are there times when you don't like the game and why?

6. Does your desire depend on the teacher using games?

7. What do you like most about the game?

Summing up the results of the work, we can draw the following conclusions: 1. In the pedagogical and psychological literature, the problem of using game methods as a means of stimulating the cognitive activity of adolescents in the classroom is well studied. in English. This problem was studied by: Bespalko V.P., Vygotsky L.S., Leontiev A.N., Gross K., etc. 2. There are several groups of games, ...

Names, applications (4). The work includes tables (4). The total amount of work is 54 pages of computer text. Chapter 1. Theoretical foundations of the study gaming technologies as a means of developing the cognitive interests of younger students 1.1 The concept of "cognitive interest" in the psychological and pedagogical literature Interest, as a complex and very significant education for a person, has ...

The concept of "game" and "game activity". Leading signs of gaming activity.

The game is of great importance in the development of civilization. We can say that the civilization "grew" from the game.

The game is a powerful tool in:

1. Socialization of the individual (socialization is the process of mastering and entering a person into society, studying the values ​​of this society).

2. Restoration of vitality (recreation).

3. Training and advanced training ( business games) Also, the game is a means of correcting physical and mental development and a means of correcting interpersonal relationships. So, the definition of the concept of "game" is as follows.

The game is:

1. Performing some conditional tasks in conditional time and space.

2. Acting, performance.

In the usual sense, a game is a designation of the rules, attributes, etc. necessary to perform some action (this definition is passive). The game requires intellectual and physical efforts for its implementation. These efforts to implement the game are called game activities.

So:

Game activities are efforts aimed at implementing the rules and conditions of the game and game tasks.

There are several main signs of gaming activity:

1. Is voluntary;

2. Unproductive

3. Passes by the rules that govern it;

4. Always associated with tension (intellectual, physical).

The greater the tension, the greater the significance of victory and participation (prizes), the greater the buzz from the game, the stronger the effect of a person's self-affirmation in the game. The last position is especially relevant. It is self-affirmation that is the main leading stimulus in the game (especially in games on television). Speaking of tension, it is important to note that it must necessarily be adequate to the audience.

Leading signs of gaming activity.

Game - a collection of concepts, rules and regulations that determine the behavior of the player.

Gaming activities are physical, intellectual and emotional efforts aimed at performing gaming tasks.

This activity has its own characteristics, formal features.

Leading signs of gaming activity

It takes place according to the rules, in some cases there is a dictatorship of the rules.

Voluntary and free, i.e. person participates in play activities own will. Incentives: the desire for self-affirmation the desire to imitate the desire to get a prize. The game is not productive, it does not produce anything. (More precisely, one can say that the product of the game is the enjoyment of its process. The end result is the development of the ability realized in it) Game activity takes place with a certain tension, in it is the basis of pleasure. The higher the voltage, the greater the pleasure. Tension tells us about the status of the participant (eg Olympic Games). Winner status. Emotional high during the period of gaming activity, competitiveness, rivalry, competition.

Game activity takes place in an imaginary situation and is not associated with real actions, but the feelings of the players, participants are real!!! With a methodically competent approach to organizing a game, gaming activity can have the following impact on a person: Recreational (removal or reduction of emotional, physical, intellectual stress caused by a load on nervous system active mental labor, physical labor, strong feelings, etc. The game stimulates previously inactive organs and thereby restores the balance of his forces.) Physical development of the individual

Mental development (collective emotion, teamwork skills, psychological compatibility, skills of self-control and self-esteem, the formation of will, determination, the ability of a person to take a hit). Career work. Corrective influence as a means of correction of personality and interpersonal relationships. (The game introduces complex human relations into the real context. In the game activity, there are absolutely real social relations that develop between the players. The game contributes to the development of the team) The game is as a means of socialization of the individual. (The child gets acquainted with the environment, masters the riches of culture, is formed as a person, which allows the child to function as a full member of a children's or adult team)

The child plays because it develops and develops because it plays. A game for a child is an active means of education and self-education. During the game, the child learns, realizes the world around him. The game is a wide scope for the manifestation of one's "I", personal creativity, self-knowledge and self-expression.

For a child, a game is a way to find oneself in a team of associates, in general in society, in the universe; the game solves the problems of interpersonal relationships, compatibility, partnership, friendship, camaraderie. Those. the social experience of the relationship of people is known and acquired.

1. Game - like acting (the invention of someone or something, for the purpose of pleasure)

2. Game - like overcoming obstacles in order to win.

A game is a set of rules, certain relationships between players, their behavior and the use of attributes.

From this position, the concept of "game" is passive (it lies in a box or somewhere else).

Active game - game activity is physical, intellectual or emotional data aimed at performing game tasks.

Play is different from all other activities.

Types of games and their classification.

According to Shmakov, most games have the following main features:

- free developing activity, taken only at will, for the sake of pleasure from the process of activity itself, and not just from its result (procedural pleasure);

- creative, greatly improvised, very active character this activity (“the field of creativity”);

- emotional high activity, rivalry, competitiveness, competition (sensual nature of the game, "emotional tension");

- the presence of direct or indirect rules reflecting the content of the game, the logical and temporal sequence of its development.

K. Gross subdivides : martial (physical and spiritual), love, imitative, social.

A. Gomm singles out dramatic games and games built on "dexterity and luck"; wedding games, games built on courtship and love; games "fortress"; funeral games; agricultural; trade, religious; taboo; natural; guessing games; witchcraft; sacrifice, imitation of sports; imitation of animals; games with witches and child abduction; fishing; wrestling and competition; games with singing and dancing; games of hiding and searching; leapfrog; blind man's buff; forfeits; ball games, etc.

Game activity- this is a special sphere of human activity, in which a person does not pursue any other goals, except for obtaining pleasure, pleasure from the manifestation of physical and spiritual forces.

In pedagogy, it is customary to distinguish between subject, plot, mobile and didactic games. In its turn, story games are divided into role-playing, "director's" and dramatization games ": games with fixed, open rules and games with hidden rules. An example of games of the first type is the majority of didactic and outdoor games, as well as developing ones: intellectual, musical, fun games, attractions.

The second type includes games role-playing, in which, on the basis of life or artistic impressions, social relations or material objects are freely and independently reproduced. Rules in them exist implicitly. They are in the norms of behavior of reproduced heroes: the doctor does not put a thermometer on himself, the passenger does not fly in the cockpit.

Consider main components of a role-playing game: theme and content - the area of ​​reality displayed in the game. Imaginary situation - the image of the game, its model, resulting from the transfer real values and relations from one object to another, located in the field of game action. The plot is a sequence of actions played by children, events that reflect the theme and specify the content of the game. Role-playing games subdivided into actual role-playing, dramatization games, director's games. The plot can have theatrical children's holidays, carnivals, construction, design games and games with elements of labor.

director games- games in which the child controls the imaginary situation as a whole, acts simultaneously for all participants: for all the animals in the menagerie, for cars, trams, pedestrians on the street, for soldiers, etc. Directing games can also be group. In such games, the experience of coordinating ideas and plot actions is especially intensively accumulated.

Outdoor games- the most important means of physical education of children. They always require from the players active motor actions aimed at achieving a conditional goal. The main features of outdoor games are their competitive, creative, collective nature. They demonstrate the ability to act for the team in a constantly changing environment. Hence the high dynamics of relationships: all the time he strives to create an advantageous position for himself and his teammates in comparison with the “opponent”. They include various team relay races, a championship in folk games, a ball championship and jump ropes.

Complex types of competitions have become widespread: "Sportlandia" (a country of strong, dexterous, resourceful, skillful) was born in Belarus, "Merry Starts" in Volgograd, and "May Relay Race" in Arkhangelsk. Competitions held between classes, schools, health and summer camps gather a lot of spectators. Game tasks in their address allow to make these competitions even more massive.

Didactic games- a kind of games with rules, specially created by pedagogy for the purpose of teaching and educating children.

According to the nature of the material used, didactic games are divided into three groups:

P subjective e - mainly didactic toys and materials,

- desktop printing e - games based on the selection of pictures according to the principle of similarity of their addition from parts of the whole (for example, cut pictures). Developing logical thinking, board-printed games also carry an important cognitive load: they introduce children to representatives of the animal and flora, with the appointment of household items, with technology, seasonal natural phenomena, etc.

- word games include most folk games. This includes many exercise games, imaginary travel games, riddle games, guessing games (in which children operate with ideas, independently draw conclusions and conclusions).

Sometimes the didactic game is considered too narrowly - only as a means of the child's intellectual development. However, the game form of education is actively used to implement the tasks of both labor, aesthetic, and emotional and moral education.

Games can be divided into independent typical groups:

1. About the form:

Actually games of all kinds; games-festivities, game holidays; game folklore; theatrical game performances; game trainings and exercises; game questionnaires, questionnaires, tests; pop game improvisations;

Competitions, competitions, confrontations, rivalries, competitions, relay races, starts;

Wedding ceremonies, game customs;

Mystification, practical jokes, surprises; carnivals, masquerades; game auctions, etc.

In the leisure practice of children and adults, the most structurally designed game models have developed and established themselves, such as; like KVN, "Field of Miracles", "What? Where? When? ”, which have a plot space, a pronounced form.

2. By the time of the event.

Such games are called seasonal or natural (winter, spring, summer, autumn), they are distinguished by the amount of time (long, temporary, short-term, minute games).

Winter games: on the snow, on skis, on sleds, on ice.

Competitions are held for accuracy, speed, relay races, for example: “The Capture of the Winter Town”

Summer games: on the playground, on asphalt, on the beach, on the water, in the clearing, in the yard, for example, Stilts, Classics.

3. By venue. These are board (table), indoor, outdoor, yard games. Games in the air, games on the ground (in the forest, in the field, on the water), games at the festival, games on the stage.

4. According to the content (plot, theme, intrigue, task of the game), games with ready-made rules are distinguished as follows: sports, mobile, intellectual, construction and technical, musical (rhythmic, round dance, dance), therapeutic, correctional (psychological exercise games), comic (fun, entertainment), ritual and ritual, etc. According to the content, “free” (free), which reflect: military, wedding, theatrical, artistic; household games in the profession; ethnographic games. There are positive socio-ethical games and asocial (games for money and things, selfish, crime games, life-threatening, gambling).

Catch-up games (catching) are simple and complicated;

Games with the search for players or objects;

Games with quick finding your place;

Round dance games;

Games with resistance and struggle;

Games with throwing the ball with a bast shoe;

Games with rolling and throwing objects (stones, sticks, bones, chocks, towns);

Games - relay races;

Games - attractions;

Prank games, etc.

5. By composition and number of participants :

By age, gender, composition, number of participants.

In this regard, games of younger children (infants, preschoolers), games of primary, middle and senior school age, as well as games of adults are practiced. Objectively, there are games of boys (teenagers, boys, men) and games of girls, girls, women. These games have special traditions, special rules. By the number of participants, single, individual, double, group, team, mass games are distinguished.

6. According to the degree of regulation, management:

Games organized by an adult or an entertainer,

Spontaneous, improvised, impromptu, arising spontaneously at the whim of children (free, free, natural, amateur, independent).

7. P about the presence or absence of accessories necessary for the game(inventory, items, toys, costumes). There are games without objects and with objects (with a ball, rope, tourniquet, hoop, etc.); computer games; games - automatic machines; games - attractions, etc.

When writing and building a game program, the theme, goal and objectives are always taken into account; technology game programs, the specifics of age characteristics are also taken into account, for example, a preschooler, a primary school student, a teenager, etc. In order for the game to be more interesting and exciting, this should be known and taken into account by every screenwriter, teacher or organizer.

Playing activity occupies a very important place in the life of a child. The game helps him adapt to environment, communicate, think. A child needs to be taught to play from the first months of life: starting with primitive ones and ending with those that provide for the baby’s own thinking. Together with parents, close relatives, friends, as well as kindergarten teachers and teachers at school take part in the upbringing and development of the child.

Activities

For life path a person is accompanied by three main types of activities that replace each other. It is play, learning and work. They differ in terms of motivation, organization and final results.

Labor is the main human activity, the end result of which is the creation of a product that is significant to the public. As a result of gaming activity, the production of a product does not occur, but it acts as the initial stage in the formation of a personality as a subject of activity. Training is the direct preparation of a person for work, developing mental, physical and aesthetic skills and forming cultural and material values.

The play activity of children contributes to their mental development and prepares them for the adult world. Here the child himself acts as a subject and adapts to the imitated reality. A feature of gaming activity is its freedom and irregularity. No one can force a child to play differently than he wants. The game offered by adults should be interesting and entertaining for the baby. Teaching and labor must have organizational form. The work begins and ends at the set time for which the person must submit its results. Classes for pupils and students also have a clear schedule and plan, which everyone steadily adheres to.

Types of gaming activities

According to the general classification, all games can be classified into one of two large groups. The difference factor in them is the forms of children's activity and the participation of an adult.

The first group, the name of which is "Independent games", includes such a child's play activity, in the preparation and conduct of which an adult does not directly participate. In the foreground is the activity of children. They must set the goal of the game, develop it and solve it on their own. Children in such games show initiative, which indicates a certain level of their intellectual development. This group includes cognitive games and story games, the function of which is to develop the child's thinking.

The second group is educational games that provide for the presence of an adult. He creates the rules and coordinates the work of children until they achieve a result. These games are used for the purpose of training, development, education. This group includes entertainment games, dramatization games, musical, didactic, outdoor games. From the game of the educational type, you can smoothly redirect the child's activity to the learning stage. These types of gaming activities generalize it; many more subspecies can be distinguished in them with different scenarios and different goals.

Play and its role in child development

Play is an essential activity for a child. She gives him freedom, he plays without compulsion, with pleasure. From the very first days of his life, the baby is already trying to play with some rattles and trinkets hanging over his cradle. The play activity of preschool children teaches them to order, teaches them to follow the rules. In the game, the child tries to show all his best qualities (especially if it is a game with peers). He shows enthusiasm, activates his abilities, creates an environment around him, establishes contact, finds friends.

In the game, the baby learns to solve problems, find a way out. The rules teach him to be honest, because their non-compliance is punished by indignation from other children. In the game, the child can show those qualities that are hidden in everyday life. At the same time, games develop competition between children, adapt them to survival by defending their position. The game has a positive effect on the development of thinking, imagination, wit. Playing activities gradually prepare the child for entry into adulthood.

Play activities in infancy and early childhood

Games will differ, depending on the age of the child, in their organization, form, and functional purpose. The main element of games at a young age is a toy. Its versatility allows you to influence mental development, the formation of a system of social relations. The toy serves for entertainment and fun.

Infants manipulate the toy, they develop perception, preferences are formed, new orientations appear, colors and shapes are imprinted in memory. In infancy, parents play an important role in creating a child's worldview. They should play with their children, try to speak their language, show them unfamiliar objects.

In early childhood, games for a child are almost all of his free time. He ate, slept, played, and so the whole day. Here it is already recommended to use games not only with an entertaining, but also with a cognitive component. The role of toys increases, they become small models real world(cars, dolls, houses, little animals). Thanks to them, the baby learns to perceive the world, to distinguish colors, shapes and sizes. It is important to give the child only those toys that cannot harm him, because the baby will definitely pull them to his mouth to try on the tooth. At this age, children should not be left unattended for a long time, toys are not as important to them as the attention of a loved one.

Games for preschool children

Preschool age of children can be conditionally divided into younger and older. In the younger game activity of preschoolers is aimed at the knowledge of things, connections, properties. In older preschoolers, new needs arise, and they prefer role-playing games, games among peers. Interest in collective games is manifested in children in the third year of life. At preschool age, a prominent place is occupied by manipulative, mobile, cognitive games. The child likes to construct both from the designer and from any materials at hand (sand, furniture in the house, clothes, other items).

Didactic games

The development of children in play activities is one of the most important purposes of the game. To do this, educators conduct didactic games with children. They are created for the purpose of education and training, with certain rules and the expected result. A didactic game is both a game activity and a form of learning. It consists of a didactic task, game actions, rules and results.

The didactic task is determined by the purpose of training and educational impact. An example is a game in which counting skills are fixed, the ability to make a word from letters. In the didactic game, the didactic task is realized through the game. The basis of the game is the game actions carried out by the children themselves. The more interesting they are, the more exciting and productive the game will be. The rules of the game are set by the teacher, who controls the behavior of the children. At the end of it, it is necessary to sum up the results. This stage provides for the determination of the winners, those who coped with the task, but the participation of all the guys should also be noted. For an adult, a didactic game is a way of learning that will help to make a gradual transition from playing to learning activities.

Game activity in the preschool educational institution

Games accompany the child throughout the entire period of childhood. An important role in the development of children is played by the organization of play activities in preschool institutions. The game occupies a prominent place in the system of aesthetic, labor, moral, physical and intellectual education of preschool children. It satisfies his social needs and personal interests, increases the vitality of the child, activates his work.

In kindergartens, gaming activities should be a complex of games that are aimed at the physical and intellectual development of children. These games include creative ones that allow children to independently determine the goal, rules and content. They reflect the activities of a person in adulthood. The category of creative games includes plot-role-playing, theatrical, dramatization games, design games. In addition to creative, didactic, mobile, sports, and folk games influence the formation of a child's play activity.

An important place in the game is occupied by toys that should be simple, bright, attractive, interesting, safe. They are divided into three types: ready-made (dolls, planes, cars), semi-finished (designers, pictures, cubes) and materials for creating toys. The latter allow the child to fully reveal their imagination and demonstrate skills by creating toys on their own.

Game activity functions

Any type of activity has a certain functional purpose. Play activity also performs a number of functions in the development of the child.

The main function of the game is entertainment. It aims to arouse the interest of the child, inspire, please, entertain. The communicative function is that in the process of playing the baby learns to find a common language with other children, developing his speech mechanisms. The function of self-realization is to choose a role. If a child chooses those that require additional actions, then this indicates his activity and leadership.

The game therapy function provides for children to overcome difficulties of a different nature that also arise in other activities. The diagnostic function of the game will help the child to know his abilities, and the educator - to identify the presence or absence of deviations from normal behavior. With the help of the game, you can make neatly positive changes in the structure of personal indicators. The features of play activity are also in the fact that the child is accustomed to socio-cultural norms and learns the values, rules of human society and is included in the system of social relations.

Game and speech development of the child

To a large extent, the game affects the development of speech. In order for a child to successfully engage in a game situation, he needs a certain level of development of communication skills. The development of coherent speech is stimulated by the need to communicate with peers. In the game as a leading activity, the sign function of speech is enhanced by the substitution of one object for another. Substitute items act as signs of missing items. Any element of reality that replaces another can be a sign. The substitute object transforms the verbal content in a new way, mediating the connection between the word and the missing object.

The game contributes to the child's perception of two types of signs: iconic and individual. The sensual properties of the former are virtually approximated to the object being replaced, while the latter, by their sensuous nature, have little in common with the object they designate.

The game also takes part in the formation of reflective thinking. So, for example, a child suffers and cries like a patient when he plays in the hospital, but at the same time he is pleased with himself because of the good performance of the role.

The influence of gaming activity on the mental development of the child

The development of play activities of preschoolers is directly related to the development of their mental state. The game helps to form the personal characteristics and mental qualities of the child. It is from the game that other types of activity that take place in the later life of a person come out over time. The game, like nothing else, contributes to the development of attention, memory, because it requires the child to focus on objects in order to successfully enter the game situation. Role-playing games influence the development of the imagination. The child learns to take on different roles, to replace some objects with others, to create new situations.

Game activity also influences the formation of a child's personality. He learns to establish contact with peers, acquires communication skills, gets acquainted with the relationships and behavior of adults. Closely merged with the game are activities such as design, drawing. They are already preparing the baby for work. He does something himself, with his own hands, while trying and worrying about the result. In such cases, the child must be praised, and this will become an incentive for him to improve.

The game in the life of a child is as important as studying for a schoolboy or work for an adult. This needs to be understood by both parents and educators. It is necessary to develop the interests of children in every possible way, to encourage their striving for victory, for a better result. As the baby grows up, it is necessary to provide him with toys that affect mental development. Do not forget to play with the child yourself, because at these moments he feels the importance of what he is doing.

The world of any child is filled with things necessary for him: pyramids, various toys, cartoons and shooters. This is not surprising, because for a preschooler the most important activity is the game. Of course, parents are obliged to know how and how to entertain their baby, so that at the same time this activity contributes to his development and benefits.

The role of play in child development

Playing is a compulsory activity for a child.

• She liberates him, so the baby plays with pleasure and without coercion. From the first weeks of life, the baby is already trying to interact with the rattles suspended above his bed.
• At preschool age, play activities teach children to order and follow the rules.
• During the game, children strive to show all their skills (especially when playing with peers).
• Enthusiasm appears, many abilities are activated, the game creates an environment around the baby, helps to find friends and establish contacts.
• While playing, the child learns to find a way out and solve problems.
• The rules of the game teach him to be honest, and when they are violated, the general indignation of the players follows.
• The child can show in the game qualities that are invisible in everyday life.
• In addition, the game shows rivalry between children, which will help them defend their position and survive.
• Games have a beneficial effect on the development of imagination, thinking and wit.
• Gradually, through play activities, the child prepares for entry into adulthood.

Game activity functions

Any activity has one or another functional purpose, and gaming activity is no exception.

• The main function of the game is entertainment. The game should arouse interest in the child, give pleasure, inspire him.
• The communicative function of the game is that in its process the child develops the speech mechanism in the process of finding a common language with partners.
• In the choice of a playing role, the function of self-realization is hidden. A child who has chosen a role with additional actions is more active and has the makings of a leader.
• In overcoming various difficulties in the game (which arise everywhere) lies its therapeutic function.
• Thanks to the diagnostic function, the baby can better know his abilities, at the same time the educator will determine the possible presence of deviations from the normal behavior of the child.
• Through the game, you can carefully adjust the structure of personality. In addition, in the game, the child learns the rules of human society, values, accustoms to socio-cultural norms, is integrated into the system of social relations.

Types of gaming activities

Primarily, all games can be divided into two large groups, differing in the form of activity of children and the participation of adults in them.
The first group of independent games includes such activities in the preparation and conduct of which adults do not directly participate, and the activity of the children themselves comes to the fore. They themselves set the goals of the game, develop it and act independently. In such games, children can take the initiative, which increases the level of development of their intelligence. This also includes story and cognitive games aimed at developing children's thinking.
The second group includes educational games that require the participation of an adult who sets the rules of the game and directs the work of children until the desired result is achieved. The purpose of these games is to educate, educate and develop the child. This group includes dramatization games, entertainment games, mobile, didactic, music games. It is easier to smoothly transfer the child's activity from educational games to the learning process. In this group of educational games, many varieties with different goals and scenarios can be distinguished.

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Characteristics of the game activity of a preschooler

The world of the child copies the adult world. The kid endows his toys with real and fictional properties. Through the game, it is easier for him to get used to the society around him, to comprehend its roles, relationships and cultural traditions.
Usually, preschoolers have several phases in the structure of play activity:

• sensorimotor;
• directing;
• role-playing and story game, which also includes musical and gaming activities;
• game by the rules.

The beginning of knowledge of the surrounding world is associated with familiarity with toys that are pleasant to the touch, making sounds, as well as various household items, bulk materials and liquids. It is best for parents to buy those toys, the functions of which are similar to the functions of objects with which the child will have to come into contact in life. At preschool age, children should be unobtrusively guided in their play activities. It is useful for parents to involve children in everyday affairs, introducing them to new subjects, and at the same time gradually cultivating good habits in them and introducing them to duties.
Having matured a little, the child moves on to the director's game: he endows objects with arbitrary properties and controls their actions. Even later, preschoolers have a role-playing game activity. Children, copying the adult world, organize "hospitals", "families", "shops", etc. If before the child could play alone, then, having matured, he is already drawn to communication and interaction with peers. This once again demonstrates the importance of play for the formation of a social unit from a child. Then team games acquire a competitive nature and are furnished with a list of rules.

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Didactic games

The most important value of game activity is the development of children in its process. This is directly served by didactic games conducted by educators. These games are specially designed for education and upbringing, they have certain rules and expected result. In fact, a didactic game is a synthesis of a form of learning and a game. It sets didactic tasks, defines the rules and game actions, and predicts the result. Under the didactic task is meant the educational impact and the purpose of learning. It is well demonstrated by games where the ability to compose a word or counting skills from letters is fixed. The task in the didactic game is carried out through game actions. The basis of the game is the play actions carried out by the children themselves. The more interesting these actions, the more productive and exciting the game will turn out.
The teacher who controls the behavior of children sets the rules of the game. When the game ends, it is necessary to take stock of its results. This may mean determining the winners who did the best with the task, but at the same time it is necessary to encourage each participant in the game. Adults use didactic games as a way of learning that allows them to smoothly move from playing to learning activities.

Game and development of children's speech

The game significantly affects even the development of the child's speech. A minimum level of communication skills is necessary so that the baby can confidently connect to the game situation. Due to the need to communicate with other children, the development of coherent speech is stimulated. In play, which is the leading form of activity at this age, the sign function of speech develops intensively due to the substitution of one object for another. Proxy objects serve as symbols for missing items. Any real object that replaces another object can serve as a sign. The placeholder object transforms the verbal definition by associating the word with the missing object.
Thanks to the game, the child begins to perceive individual and iconic signs. In iconic signs, the sensual properties are virtually close to the object being replaced, and the sensual nature of individual signs has little to do with the designated object.
Games are also important for the development of reflective thinking. For example, a child playing hospital cries and suffers like a patient, although inwardly he enjoys playing the role.

The influence of the game on the development of the child's psyche

The complication of gaming activity contributes to the development of the child's psyche. With the help of the game, the mental qualities and personal characteristics of the child are formed. Over time, other activities sprout from the game, becoming important in the subsequent life of a person. The game perfectly develops memory, attention, because in it the child needs to focus on the details in order to successfully immerse himself in the game situation. Role-playing games develop the imagination. Trying on different roles, the child creates new situations, replaces some objects with others.
The influence of gaming activity on the formation of the personality of a child, who acquires communication skills, learns to establish contacts with peers, studies the behavior and relationships of adults, is noted. Drawing and designing are very close to play activities. At the same time, they are still preparing for work. The child tries, doing something with his own hands, while he is not indifferent to the result. In these studies, he should definitely be praised, because praise will be a new incentive for him to achieve perfection.
In the life of a child, play is as important as work for an adult or study for a student. Educators know this, but it is important for parents to understand this as well. Children's interests need to be developed in every possible way, to encourage their orientation towards a better result, victory. As the baby grows, he needs to be offered such toys that would help him mentally progress. Parents should sometimes play together with the child, because he perceives joint play as more important.

English play) is one of the types of human and animal activity. I. - a form of vital activity of young animals that occurs at a certain stage in the evolution of the animal world (see Game in animals). Children's I. is a type of activity that has historically arisen, consisting in the reproduction by children of the actions of adults and the relationship between them in a special conditional form. I. (according to the definition of A. N. Leontiev) is the leading activity of a preschool child, i.e. such an activity due to which the most important changes occur in the child’s psyche and within which mental processes develop that prepare the child’s transition to a new, higher stage of his development .

I. is studied by various sciences - the history of culture, ethnography, pedagogy, psychology, ethology, etc. A special study of I. animals and humans was first conducted by him. scientist Karl Groos, who noted the exercise function of I. According to his data, I. occurs in those animals in which instinctive forms of behavior are insufficient to adapt to changing conditions of existence. In I. in these animals, a preliminary adaptation (prevention) of instincts to the future conditions of the struggle for existence takes place.

An essential addition to this theory was the work of K. Buhler. He believed that the desire for I., the repetition of the same actions is supported by the "functional pleasure" received from the activity itself. F. Boytendijk associated the main features of I. with characteristic features behaviors characteristic of a growing organism: 1) non-direction of movements; 2) impulsiveness; 3) the presence of affective connections with others; 4) timidity, fearfulness and shyness. These features of the child's behavior under certain conditions give rise to I. These theories, despite the differences, identify I. animals and humans.

I. in animals - a form of manipulative sensory-motor activity in the period immediately preceding puberty, with biologically neutral objects or partners. In I. in animals, sensory-motor components and coordination of the main species-specific acts of behavior are improved. And. at animals the city of the lake is widespread. in higher mammals, especially in predators and primates. In their higher forms I. is combined with orienting-exploratory behavior.

Much attention is paid to child I. by supporters of psychoanalysis. In line with this trend, I. is considered as an expression of unconscious tendencies in a symbolic form. At the same time, it is believed that the development of I. in preschool childhood is determined by the change in the main stages of the psychosexual development of the child (oral, anal, phallic). Developmental disorders at each of the stages are necessarily manifested in I. In this regard, play therapy has been developed and widely used as a form of corrective work with children (expression of repressed tendencies and the formation of an adequate system of relations between the child and adults).

The central question of the theory of children's I. is the question of its historical origin. Need historical research for the construction of the theory of I. noted E. A. Arkin. D. B. Elkonin showed that I. and, above all, I. role-playing arises in the course of historical development society as a result of a change in the place of the child in the system of social relations. The emergence of I. occurs as a result of the emergence of complex forms of the division of labor, which made it impossible for the child to be included in productive labor. With the emergence of role-playing I., a new, preschool period begins in the development of the child (see Preschool age). In domestic science, the theory of I. in the aspect of clarifying its social nature, internal structure and values ​​for the development of the child were developed by L. S. Vygotsky, Leontiev, Elkonin, N. Ya. Mikhailenko and others.

I. is the most important source of the development of the child's consciousness, the arbitrariness of his behavior, a special form of modeling by him of relations between adults, fixed in the rules of certain roles. Having assumed the performance of a particular role, the child is guided by its rules, subordinates his impulsive behavior to the fulfillment of these rules.

I.'s motivation lies in the very process of performing this activity. The main unit of I. is the role. In addition to the role, the structure of I. includes a play action (action to fulfill a role), play use of objects (substitution), and relationships between children. In I., the plot and content are also distinguished. The sphere of activity that the child reproduces in I. acts as a plot. The content is the relations between adults reproduced by the child in I..

I. usually has a group (joint) character. The group of playing children acts in relation to each individual participant as an organizing principle that authorizes and supports the fulfillment of the role taken by the child. In I., real relations of children (between participants in I.) and play (relations in accordance with accepted roles) are distinguished.

I. goes through various stages in its development. According to Elkonin, objective I. appears first, when the child reproduces the objective actions of adults. Then, role-playing (including role-playing) I. comes to the fore, aimed at reproducing relationships between adults. At the end of preschool childhood, I. appears with rules - a transition is made from I. with an open role and a hidden rule to I. with an open rule and a hidden role. Mikhailenko singles out 3 gradually becoming more complex methods of visualization: 1) deployment and designation of conditional objective actions in visualization; 2) role behavior - the designation and implementation of a conditional game position; 3) plot composition - deployment of a sequence of integral situations, their designation and planning.

Let's give more detailed description various kinds I. in preschoolers.

Role I. - the main form of I. of preschool children, arising on the border of early and preschool childhood and reaching its peak in the middle of preschool age. Role-playing I. is an activity in which children take on the roles of adults and, in a game situation, recreate the actions of adults and their relationships. A feature of the game situation is the game use of objects, in which the meaning of one object is transferred to another object, and it is used in connection with the new meaning given to it. The role of an adult, which the child takes on, contains hidden rules governing the performance of actions with objects, establishing relationships with other children in accordance with their roles. Role-based I. evokes deep emotional experiences in the child related to the content of the roles performed, the quality of the performance of the role by each child, and the real relationships that children enter into in the process of collective I. in the implementation of its general plan. In role-playing I., the most important neoplasms of preschool age develop: the development of the imagination, the formation of elements of voluntary behavior, and the development of the symbolic function.

I. with rules - a type of group or pair I., in which the actions of participants and their relationships are regulated by pre-formulated rules that are binding on all participants. The transition to I. with the rules is prepared during the role-playing I., where they are connected and hidden in the role. The initial forms of I. with rules are of a plot nature, for example, "cat and mouse." I. with rules occupy a large place among schoolchildren, developing into all kinds of sports I. - motor and mental (football, hockey, chess, etc.). See also Generalized Other.

Director's I. - a type of individual I., when a child plays out a certain plot with the help of toys. In director's acting, the child performs both the function of a director (holding the idea of ​​the director) and the function of actors (performing c.-l. role-playing actions to realize the game plan).

Didactic I. - a type of I. organized by an adult to solve a learning problem. Didactic I. m. b. and role-playing, and I. with the rules. Didactic I. are the main form of teaching preschool children.

From the beginning schooling, the role of I. in the mental development of the child decreases, but even at this age, various I. with rules - intellectual and mobile (sports) - occupy a significant place. The role of plot points becomes less, but does not disappear completely. (O. M. Dyachenko.)