Pedagogical games are varied in terms of: didactic purposes; organizational structure; age-related possibilities of their use; specific content.
Let's consider the classification of pedagogical games for various reasons, proposed by G.K.Selevko.
By area of activity There are physical, intellectual, labor, social, and psychological games.
By the nature of the pedagogical process:
teaching, training, controlling, generalizing;
cognitive, educational, developmental;
reproductive, productive, creative;
communicative, diagnostic, career guidance, psychotechnical.
According to the gaming method G.K.Selevko identifies subject areas; plot; role-playing; business; imitation; dramatization.
By subject activity ( G.K.Selevko ):
mathematical, chemical, biological, physical, environmental;
musical, theatrical, literary;
labor, technical, production;
physical education, sports, military-applied, tourism, folk;
social science, management, economics, commercial.
The specifics of gaming technology are largely determined by the gaming environment. By gaming environment games can be without objects and with objects, as well as tabletop, indoor, outdoor, and outdoor games; computer, television, TSO; technical, with means of transportation.
Game as a teaching method
The value of the game cannot be exhausted and assessed by its entertainment and recreational opportunities. This is the essence of its phenomenon: being entertainment and relaxation, it can develop into learning, creativity, therapy, a model of the type of human relationships and manifestations in work.
People have used games as a method of learning and transferring the experience of older generations to younger ones since ancient times. IN modern school, which relies on activation and intensification educational process, play activity used in the following cases:
as independent technologies for mastering a concept, topic, or even a section of an academic subject;
as an element of a more general technology;
as a lesson or part of it (introduction, control);
as a technology for extracurricular activities.
The concept of “game pedagogical technologies” includes a fairly broad group of methods and techniques for organizing the pedagogical process in the form of various pedagogical games. Unlike games in general, a pedagogical game has an essential feature - a clearly defined learning goal and a corresponding pedagogical result, which can be justified, identified explicitly and characterized by an educational-cognitive orientation. The game form of classes is created in lessons with the help of game techniques and situations that act as a means of inducing and stimulating learning activities.
The implementation of game techniques and situations during the lesson form of classes occurs in the following areas:
a didactic goal is set for students in the form of a game task;
educational activities are subject to the rules of the game;
educational material is used as its means;
an element of competition is introduced into educational activities, which transforms a didactic game into a gaming one;
successful completion of a didactic task is associated with the game result.
A person, learning during the game, does not suspect that he is learning something. In an ordinary school, it is not difficult to indicate the source of knowledge; this is a person - a teaching person.
There is no easily identifiable source of knowledge in the game, no learner. The learning process develops in the language of actions; all participants in the game learn and learn as a result of active contacts with each other. Game-based learning is unobtrusive. Play is mostly voluntary and desired.
Game forms of learning allow you to use all levels of knowledge acquisition: from reproductive activity through transformative activity to the main goal - creative search activity. Creative search activity turns out to be more effective if it is preceded by reproducing and transformative activity, during which students learn learning techniques.
There is a great formula by K.E. Tsiolkovsky, lifting the veil on the secret of the birth of the creative mind: “At first I discovered truths known to many; and finally began to discover truths that were not yet known to anyone.” Apparently, this is the path to developing the creative side of the intellect, research talent. And one of effective means this is the game.
Based on this, we can say that the technology of game teaching methods is aimed at teaching students to be aware of the motives of their learning, their behavior in the game and in life, i.e. formulate goals and programs for one’s own independent activities and anticipate its immediate results.
OBJECTIVES AND MAIN FUNCTIONS OF THE GAME
Conceptual provisions game forms training (S.A. Shmalov):
The goal of learning is the development and formation of a person’s creative individuality. And the very initial link is awareness of the uniqueness of your intellect, yourself.
Reorientation of the student’s consciousness from impersonal social to purely personal socially important development.
Freedom of choice, freedom of participation, creation of equal opportunities in development and self-development.
Priority organization of the educational process and its content at general development students, identifying and “cultivating” open talents, developing entrepreneurial efficiency.
Based on these conceptual provisions, we determine the purpose of using the technology of game teaching methods - the development of sustainable cognitive interest in students through a variety of game forms of learning.
Challenges of gaming technologies(Pidkasisty, Khaidarov):
Educational:
Promote students' solid assimilation of educational material.
Help broaden students' horizons through the use of additional historical sources.
Educational:
Develop creative thinking in students.
Contribute practical application skills and abilities acquired in the lesson.
Educational:
Develop moral views and beliefs.
Develop historical self-awareness - conscious involvement in past events.
Contribute to the education of a self-developing and self-realizing personality.
The place and role of gaming technology in the educational process, the combination of game elements and teaching largely depend on the teacher’s understanding of the functions of pedagogical games. The function of the game is its varied usefulness. Let's consider the functions of the game as a pedagogical phenomenon of culture (V.S. Kukushin).
The sociocultural purpose of the game can mean a synthesis of a person’s assimilation of wealth, the potential for education and his formation as an individual, allowing him to function as a full member of the team.
Function of interethnic communication.
The function of human self-realization in the game.
Diagnostic function of the game.
Game therapy function of the game.
In-game correction function.
Entertainment function of the game.
Play in the pedagogical process is very relevant, because play is one of the most effective ways self-expression, self-determination, self-testing, self-realization of a person. Over the past fifteen years, our psychology and pedagogy have conducted separate studies on the problems of children's play. They mainly concern the earliest stages of the emergence of the game, issues of social relations between children in the game, and some issues of the influence of the game on intellectual development. Play in the pedagogical process is very relevant, because play is one of the most effective ways of self-expression, self-determination, self-test, and self-realization of a person. Over the past fifteen years, our psychology and pedagogy have conducted separate studies on the problems of children's play. They mainly concern the earliest stages of the emergence of the game, issues of social relations between children in the game, and some issues of the influence of the game on intellectual development.
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Kotlyarova Natalya Vladimirovna
Biology teacher
Game in pedagogical activity.
Play in the pedagogical process is very relevant, because play is one of the most effective ways of self-expression, self-determination, self-test, and self-realization of a person. Over the past fifteen years, our psychology and pedagogy have conducted separate studies on the problems of children's play. They mainly concern the earliest stages of the emergence of the game, issues of social relations between children in the game, and some issues of the influence of the game on intellectual development.
Game is a complex and multifaceted phenomenon. The following functions can be distinguished:
1. teaching function - development of general educational skills, such as memory, attention, perception, etc.;
2. entertainment function - creating a favorable atmosphere in the classroom, transforming a lesson and other forms of communication between an adult and a child from a boring event into an exciting adventure.
3. communicative function - uniting children and adults, establishing emotional contacts, developing communication skills.
4. relaxation function - relieving emotional (physical) stress caused by the load on nervous system child during intensive study and work.
5. psychotechnical function - the formation of skills to prepare one’s psychophysical state for more effective activity, the restructuring of the psyche for intensive assimilation.
6. function of self-expression - the child’s desire to realize creative abilities in the game, to more fully reveal his potential.
7. compensatory function - creating conditions for satisfying personal aspirations that are not feasible (difficult to achieve) in real life.
The gaming situation and actions in it have a constant impact on the development of the child’s mental activity
According to L.S. Vygodsky, the question of the importance of play for the formation of children's society, and thereby for the formation of social and collectivist traits in children, remains and has not been sufficiently studied to date. At the same time, this issue is central to the pedagogical use of the game. This question is closely related to the nature of the game. Play is an activity in which children, taking on the roles of adults, model the relationships that adults enter into in real life and, above all, when carrying out their basic social and labor functions. Such practical modeling of the relationships that adults enter into among themselves in the process of carrying out their real social functions is the only means available to children of orientation in the tasks, motives and moral rules that adults implement in their activities. To carry out such complex activities, which are collective in nature, a certain self-organization is necessary. It is necessary to agree among themselves on a common plot of interest to everyone, distribute roles among themselves, and agree on the meaning of the objects involved in the game; distribute objects among themselves in accordance with the roles taken, in the course of implementing the game plan, obey the rules contained in the roles taken on and in the relationships determined by the plot of the game, control their
behavior and behavior of their fellow players.
To understand children and find an approach to them, we must look at the child from a developmental point of view. They should not be treated as little adults. Their world really exists, and they talk about it in the game. Unlike adults, for whom the natural medium of communication is language, the natural medium of communication for a child is play and a variety of activities.
Play is the only central activity of a child that takes place at all times and among all peoples. Children don't need to be taught to play. Children play constantly, willingly, with pleasure, without pursuing any specific goals.
Despite the fact that Sigmund Freud worked very little with children, he perfectly understood the meaning of children's play. He wrote: “We should look for the first traces of imagination in the child. A child’s most favorite and all-consuming activity is play. Perhaps we can say that in play, every child is like a writer: he creates his own world, or, in other words, he arranges this world the way he likes best. It would not be true to say that he does not take his world seriously; Having messed up, he takes the game very seriously and generously invests his emotions in it.”
Play is a child’s concrete self-expression, a way of adapting to his own world.
The game is also an excellent diagnostic tool for both individuals and groups. In addition to the personal development of the child, the game allows you to establish what the child strives for, what he needs, since in the game he strives to occupy
desired role. With the help of the game, we can carry out assessment activities, since the game is always a test for the teacher, allowing development, diagnosis and evaluation at the same time.Games vary in content, characteristic features, by the place they occupy in the lives of children, in their upbringing and education.
1. Games should be of such a kind that the players get used to looking at them as something secondary, and not as some kind of business.
2. Play should contribute to the health of the body no less than the revitalization of the spirit.
3. The game should not pose a health hazard.
4. Games should serve as a prelude to serious things.
5. The game should end before it gets boring.
6. Games must take place under the supervision of teachers.
When playing, children must be guided by socially accepted moral standards based on humanism and universal human values. The game needs to be organized and directed, if necessary restrained, but not suppressed, and each participant must be given the opportunity to take initiative.
In teenage and especially in high school, it is necessary to encourage students to analyze the game played, to compare the simulation with the corresponding area of the real world, to provide assistance in establishing a connection between the content of the game and the content of practical life activities or with the content of the educational course. The result
discussion of the game may include a revision of its content, rules, etc.
It is important to note that games should not be overly educational and overly didactic: their content should not be intrusively didactic and should not contain too much information (dates, names, rules, formulas).
Play is an independent activity in which children first interact with peers. They are united by a common goal, joint efforts to achieve it, common interests and experiences.
Play is the activity most mastered by schoolchildren. In it they draw models for solving new life problems that arise in knowledge, in work, in creativity. Therefore, relying on play is the most important way to include children in academic work without psychological changes and overloads. All children's activities are syncretic, that is, to a certain extent inseparable. And this unity arises thanks to the imaginary, conditional situation in which the process takes place children's creativity. The game, as it were, synthesizes cognitive, labor and creative activity. Any new activity or skill acquired at school encourages action. Correct introduction of games into the learning process will make learning more interesting, faster, and of better quality. There will be no need to force children to do or teach something, they will be interested in it themselves, they will begin to strive for knowledge!
Modern pedagogical literature outlines a fairly wide range of approaches to the classification of games. Let's look at just a few. A.V. Zaporozhets and A.P. Usov developed the following classification:
1) “Creative games and their varieties: games - dramatization and construction games;
2) outdoor games;
3) didactic games.”
N.Ya. has a slightly different approach to the classification of games. Mikhailenko and N.A. Korotkova. They offer the following option:
“...Games with rules can be divided into three subgroups:
Outdoor games (tag, hide and seek, hopscotch, etc.);
Story games can be divided into several subgroups: role-playing games (when a child turns into a doctor, mother, grandmother);
Director's games (plays out battles, controlling toy soldiers, controls the life of a doll family); play - dramatization (an analogy can be drawn with a play...)
In our opinion, an interesting approach to the classification of games was found by P.I. Pidkasisty and Zh.S. Khaidarov. They proposed dividing games into two main types: natural and artificial games.
Thus, natural games are divided into three types:
● games of warm-blooded animals and their young;
● games of primitive people and their children;
● games of modern children different stages development.
Artificial games are divided into two large types: children's games and productive games, for example, “mother-daughter” or “hopscotch”.
The genus of scoring games has two main classes:
Energy, which are characterized by a “release of muscle strength”; for example, hockey and rounders;
Intellectual ones are combined into three types - abstract, symbolic and imitative, which are characterized by a large “release of mental energy”.
A special approach to the classification of pedagogical games was made by G.K. Selevko. The author classifies pedagogical games according to the following parameters of gaming technologies:
● by area of activity: physical, intellectual, labor, social, psychological;
● by the nature of the pedagogical process: teaching, training, controlling, generalizing, cognitive, educational, developmental, reproductive, productive, creative, communicative, diagnostic, career guidance, psychotechnical;
● according to gaming methods: subject, plot, role-playing, business, imitation, dramatization;
● by subject area: mathematical, chemical, biological, physical, environmental, musical, theatrical. Literary, labor, technical, industrial, physical education, sports, military applied, tourism, folk, social science, management, economic, commercial;
● by gaming environment: without objects, with objects, tabletop, indoor, outdoor, on the ground, computer, television, technical teaching aids (TSO), technical with means of transportation.
Teachers of additional education institutions, as practitioners, classify games into the following types:
Sedentary games. There can be any number of participants in the game; children play sitting or standing still. They are held when it is necessary to select future participants for a game in the hall, on stage, or a relay game. Can be used when there is a pause during a holiday, concert or with friends;
Relay games are a competition between two or more teams in running, reaction speed, ingenuity, erudition, and creativity. Tasks may involve carrying objects, running with unstable objects, blindfolded rides, creative tasks (pantomimes, puzzles, quiz questions, singing competitions). In the relay game there can be tasks for the whole team or separately for girls and boys, for fans;
Attractions are divided into spectacular and organized on the site. Spectacular attractions are competition games between two or more participants in dexterity, strength, accuracy, reaction speed, and the ability to navigate in the dark. All other children are fans, spectators;
Attractions have a small reserve of entertainment because they are fleeting. In organizing them, it is important to use bright props: balls, skittles, cubes, masks, etc. Attractions for the site are games of extreme throwing, agility, endurance and patience. Each participant plays for his own pleasure and needs spectators. When large public holidays are held, where many children participate, it is advisable to divide the site into sectors for various attractions: power, folk games, games demonstrating agility, aimed throwing, etc. When large quantities players can use a token system, where for a certain (5-7) number of tokens a child can receive a prize in a specially designated place;
Games from the stage are, firstly, games for the entire auditorium: when the organizer asks a question, and the answer sounds in chorus; when children perform a choral song or a song auction is held; when a sedentary game is played, where participants, sitting still, perform actions (clap, stomp, etc.).
Secondly, the game from the stage can be with a separate participant from the audience invited to the stage, with whom a spectacular attraction is performed.
Thirdly, a game for two or more teams with whom the relay game is being played. When organizing, it is important to take into account good visibility from the audience of what is happening on stage, and all tasks should have a reserve of entertainment value.
Competitive programs are also popular among teenagers and young people: KVN, “Brain Ring”, “What? Where? When?".
Massive outdoor games involving movement and formation of all players to the music, where children dance and sing. A large number of children take part in them. Games can be played in the lobby or outside. Most often these games are organized on New Year's holiday, Maslenitsa, Neptune's holiday, etc., they can start or end large street events. Thus, when considering different approaches to the classification of games, it is necessary to understand that a game is not only a children's activity or a “business” game. It is recurrent and permanent in nature and is clearly expressed in the behavior of most adults. Life is a game, and where there is a game, there is another life.
The place and role of gaming technology in the educational process, the combination of game and learning elements largely depend on the teacher’s understanding of the functions and classification of pedagogical games.
First of all, games should be divided by type of activity into: physical (motor), intellectual (mental), labor, social and psychological.
According to the nature of the pedagogical process, they distinguish the following groups games:
a) teaching, training, controlling and generalizing;
b) cognitive, educational, developmental;
c) reproductive, productive, creative;
d) communicative, diagnostic, career guidance, psychotechnical, etc.
The typology of pedagogical games based on the nature of the gaming methodology is extensive. We will indicate only the most important types used: subject, plot, role-playing, business, simulation and dramatization games.
And finally, the specifics of gaming technology are largely determined by the gaming environment: there are games with and without objects, tabletop, indoor, outdoor, on-site, computer and with TSO, as well as with by various means movement.
There are several groups of games that develop a child’s intelligence and cognitive activity.
Subject games , like manipulations with toys and objects. Through toys - objects - children learn shape, color, volume, material, the animal world, the human world, etc.
Role-playing games , in which the plot is a form of intellectual activity.
These are games like “Lucky Chance”, “What? Where? When?" etc.
Creative role-playing Games in education are not just an entertaining technique or a way of organizing educational material. The game has enormous heuristic and persuasive potential; it separates what is “apparently united” and brings together what in teaching and in life resists comparison and balancing. Scientific foresight, guessing the future can be explained by “the ability of playful imagination to present systems of integrity, which, from the point of view of science or common sense are not systems."
Travel games are in the nature of geographical, historical, local history, pathfinding “expeditions” carried out using books, maps, and documents. All of them are performed by schoolchildren in imaginary conditions, where all actions and experiences are determined by the game roles: firefighter, rescuer, medical worker, Civil Defense and Emergency Situations employee, etc. Students write diaries, write letters from the field, and collect a variety of educational material. In these written documents, the business presentation of the material is accompanied by speculation. Distinctive feature of these games is the activity of the imagination, creating the originality of this form of activity. Such games can be called the practical activity of the imagination, since in them it is carried out in external action and is directly included in the action. Therefore, as a result of play, children develop theoretical activity of creative imagination, creating a project for something and implementing this project by external actions. There is a coexistence of gaming, educational and work activities. Students work hard and hard, studying books, maps, reference books, etc. on the topic.
Creative, role-playing games of an educational nature do not simply copy the life around them, they are a manifestation of the free activity of schoolchildren, their free imagination.
Didactic games that are used as a means of developing children's cognitive activity are games with ready-made rules.
As a rule, they require the student to be able to decipher, unravel, solve, and most importantly, know the subject. The more skillfully it is composed didactic game, the more skillfully the didactic goal is hidden. The student learns to operate the knowledge invested in the game unintentionally, involuntarily, by playing.
Construction, labor, technical, design games. These games reflect professional activity adults. In these games, students master the process of creation, they learn to plan their work, select required material, critically evaluate the results of one’s own and others’ activities, and show ingenuity in solving creative problems. Labor activity causes cognitive activity.
Mind games - exercise games, training games that affect the mental sphere. Based on competition, through comparison they show playing schoolchildren their level of preparedness and fitness, suggest ways of self-improvement, and therefore stimulate their cognitive activity.
The teacher, using all 5 types of gaming activities in his work, has a huge arsenal of ways to organize the educational and cognitive activities of students .
Gaming technologies cover the following spectrum target orientations:
Didactic: expanding horizons, cognitive activity; application of ZUN in practical activities; formation of certain skills and abilities necessary in practical activities; development of general educational skills; development of labor skills;
Educating: nurturing independence, will; fostering cooperation, collectivism, sociability, and communication skills;
Developmental: development of attention, memory, speech, thinking, skills to compare, contrast, find analogies, imagination, fantasy, creativity, reflection, ability to find optimal solutions, development of motivation for educational activities;
Socializing: familiarization with the norms and values of society; adaptation to environmental conditions; stress control, self-regulation; communication training; psychotherapy.
Play is one of the wonderful phenomena of life, an activity that seems useless and at the same time necessary. Unwittingly charming and attracting people as a vital phenomenon, the game turns out to be a very serious and difficult problem for scientific thought. S.L. Rubinstein.
A game is an artificially created life or problem situation, which we thereby reproduce, transferring the real life problem into play activities.
The game appears as special kind activity, separated from labor (activity) and represents a reproduction of relationships between people. The game arises during historical development society as a result of a change in the child’s place in the system of social relations. It is social by origin and nature.
A game is a form of activity in conditional situations aimed at recreating and assimilating social experience fixed in fixed ways of carrying out objective activity. The game reproduces the norms of human life and activity, subordination to which ensures knowledge and assimilation of objective and social reality, intellectual, emotional and moral development personality. In children preschool age the game is the leading activity that forms knowledge, skills and abilities.
The first attempt to systematically study the game was made at the end of the 19th century by the German scientist K. Gross, who believed that in the game there is an adaptation to future conditions of the struggle for existence.
A materialistic view of play was formulated by G.V. Plekhanov, who pointed out its origins in labor. Linking play with indicative activity, D. V. Elkonin defines play as an activity in which behavioral control is developed and improved.
A distinctive feature of the unfolding of the game is the rapidly changing situations in which the object finds itself after actions with it, and the equally rapid adaptation of actions to the new situation.
The structure of children's play includes: roles taken on by the players, play actions as a means of realizing these roles, playful use of objects, i.e. replacement of real objects with game, conditional ones, real relationships between the players.
The plot of the game is the area of reality reproduced in it, the content of the game is what is reproduced by children as the main point of activity and relationships between adults in their work and public life.
In the game, the child’s production experience and voluntary behavior are formed, his self-realization and socialization (i.e., entry into human society), and introduction to a communicative culture - a culture of communication.
IN early age Individual, objective, including symbolic play arises and develops.
Object play is a child's game with objects of human material and spiritual culture, in which the child uses them for their intended purpose.
Symbolic game is a type of game in which reality is reproduced in the form of symbols, signs, and game actions are performed in an abstract form.
In the second year of life, the child reproduces the actions of adults with objects: object games appear - imitation (learning the forms and norms of adult behavior), and the formation of personal qualities.
Subject-based children's games can be of three types:
- - exploration game;
- - construction game;
- - role-playing game;
Role-playing game is a joint group game in which its participants distribute, take on and perform various social roles: mother, father, teacher, doctor, etc.
A story game is a children's game in which the child reproduces scenes from real life events, stories, and fairy tales.
Role-playing play can be considered as preparing a child to participate in public life and various social roles.
In group play, leadership is demonstrated for the first time, organizational skills begin to develop, and communication abilities develop.
A special class of games includes competitive games, in which such important factors of personality development as motivation, achievement of success, and the desire to develop one’s abilities are formed and consolidated.
A game is a type of activity in conditional situations aimed at recreating and assimilating social experience in which self-control of behavior is developed and improved.
People have used games as a method of learning and transferring the experience of older generations to younger ones since ancient times. The game is widely used in folk pedagogy, in preschool and out-of-school institutions. In a modern school that relies on the activation and intensification of the educational process, gaming activities are used in the following cases: as independent technologies for mastering concepts, topics and other sections academic subject; as elements, sometimes very significant, of a more extensive technique; as a lesson, lesson or part of it (introduction, explanation, reinforcement, exercise, control); as a technology for extracurricular school activities.
Unlike games in general, a pedagogical game has an essential feature - a clearly defined learning goal and a corresponding pedagogical result, which can be justified, identified explicitly and characterized by an educational-cognitive orientation.
The game ensures the preservation of qualities given by nature, but not in demand in the real life of an individual. Man is given by nature a whole set of physical and intellectual abilities that ensure his survival in a wide variety of conditions. It is unlikely that any animal has such adaptive abilities. A person can run, swim, climb, fight with other people and animals, build, draw, and solve complex intellectual problems. However in real life modern man the execution of many tasks is taken over by the state and local administration bodies; a lot of personal actions of a person become unnecessary, since it is much easier to pay someone for the corresponding services. Civilization has made labor highly specialized; as a result, the bulk of the physical and intellectual potential of people is not in demand, and therefore is degrading. For those who have realized this, this process causes unpleasant and even painful feelings. The means to weaken the crippling impact of civilization is the game, which primarily performs compensatory and developmental functions. It allows you to artificially preserve and develop abilities that are not in demand by civilization.
The game also compensates for the defects of the surrounding world, allowing a person to at least temporarily escape its chaos. “In an imperfect world and chaotic life,” as J. Huizinga noted, “it creates temporary, limited perfection” (1992: 21).
Play as a leading activity of a preschooler (A. N. Leontiev), as a practice of development (S. L. Rubinshtein), as a social activity in nature, arising from the conditions of a child’s life in a certain social environment (D. B. Elkonin), as a means enrichment of the child’s mental development (A.V. Zaporozhets), as a children’s tradition (V.S. Mukhina), as an educational practice (E.V. Subbotsky, J. Bruner), as an integral part of the way of life and culture of the people (I.S. . Kon), as a way of transmitting ethnocultural experience that ensures the child’s enculturation (M. Mud), is recognized and studied by the world psychological community as an essential component of a child’s cultural development.
Traditional games that have undergone psychological analysis (S. L. Novoselova, S. V. Grigoriev, K. Montenegro, M. A. Norbasheva) and pedagogical study (V. M. Grigoriev, N. N.) occupy their special place in this regard. Palagina, A. N. Frolova, S. A. Shmakov, N. A. Asadulaeva). Traditional games have their roots in the most ancient layers of sociocultural history and are a universal cultural heritage. They contain in their content and convey the features of life and everyday life. In this regard, traditional games acquire a significant role as a means of developing a child’s communicative abilities in preschool age.
The problem of play as an activity of particular importance for the life and development of a child has always been the focus of attention of researchers child development, such as Vygotsky L.S. (1966), Piaget 1969, Leontiev A.N. (1972), Elkonin D.B. (1978). In foreign psychology, play was interpreted as a predominantly instinctive (biological) activity; in domestic psychology, play was interpreted as a social activity in origin Vygotsky L.S., (1966); Leontyev A.N., (1972), Elkonin D.B., (1978). The game is social in its origin in socio-genesis and ontogenesis, i.e. arises from the social conditions of a child’s life in society, is social in content, according to D.B. Elkonin, motives and functions. A game is a recreation of human activity in which its social, actually human essence is extracted from it - its tasks and norms of relations between people.”
The motives of children's play are the main subject of consideration in the context of the study psychological mechanisms children's game. The child’s motives, on the one hand, are determined by the child’s desire to imitate an adult, and on the other hand, by the child’s desire to preserve his internal logic of actions. According to L. S. Vygotsky (1966), “play is an illusory realization of unrealizable tendencies” and “arises from the collision of two tendencies: the formation of generalized affects associated with the desire to realize motives that cannot yet find their expression due to the characteristics of mental development child and maintaining the previous tendency to immediately realize desires. D.B. Elkonin emphasizes the importance of the child’s social motives, which realize the child’s desire to live life together with adults and indicates that role-playing game arises in socio-genesis at a certain stage in the historical development of society. When a child’s motives for entering adulthood can no longer be directly satisfied.” Thus, researchers come to the conclusion that play is a way for a child to participate in the life of adults, due to which the child develops new social needs and motives, and new categories of the child’s attitude to reality are formed.
Works by D.B. Elkonina (1978) and A.N. Leontiev (1972) contain a detailed analysis of the origin and development role-playing game, its structure, the main components and patterns throughout preschool childhood, show the importance of the game for the formation of basic psychological neoplasms of preschool age.
D.B. Elkonin highlights the following structural components games, role, play actions, playful use of objects, real relationships between playing children.
One of the most important and original ideas for psychology of L.S. Vygotsky’s idea is that the source of mental development is not inside the child, but in his relationship with an adult.
The importance of an adult for the mental development of a child was (and is) recognized by most Western and domestic psychologists. The attitude of an adult towards a child (his sensitivity, responsiveness, empathy, etc.) only facilitates the understanding of social norms, reinforces appropriate behavior and helps the child submit to social influences. “Mental development is considered as a process of gradual socialization - the child’s adaptation to external conditions for him. social conditions. The mechanism of such adaptation may be different. This is either overcoming innate instinctual drives (as in psychoanalysis), or reinforcement of socially acceptable behavior (as in theories of social learning), or the maturation of cognitive structures that subjugate the child’s asocial, egocentric tendencies (as in the school of J. Piaget). But in all cases, as a result of socialization and adaptation, the child’s own nature is transformed, rebuilt and subordinated to society.”
According to the position of L.S. Vygotsky, social world and the surrounding adults do not oppose the child and do not rebuild his nature, but are organically a necessary condition his human development. A child cannot live and develop outside of society; he is initially included in public relations, and what younger child, the more social a creature he is
Obviously, this understanding of the process of mental development highlights the role of communication with adults. Only a close adult can be a carrier of culture for a child, and only he can pass it on to the child. Despite the universal recognition of the role of communication with adults in mental development child, the process of communication itself has not been studied within the framework of the cultural-historical approach.
Despite various points view on the place and importance of play in the development of a child between foreign psychologists and Russian, the main thing in my opinion here is that today the role of play rightfully occupies a significant place in the life of a developing personality. If during periods adult life people consider it possible and useful to use the mechanism of play in their activities, then all the more so, play is important during the development of a child, and play acquires special significance during preschool childhood.
