THE PLACE AND ROLE OF GAME IN THE EDUCATIONAL PROCESS You have completed. 1st year student of the master's program IFN Bogdanova A L e x a n d r a

What is a game? ◦ A game is a type of meaningful non-productive activity, where the motive lies both in its result and in the process itself. ◦ A game is a form of activity in conditional situations aimed at recreating and assimilating social experience, fixed in socially fixed ways of carrying out objective actions, within science and culture. ◦ A game is an activity that manifests itself in a person’s ability to transform reality. ◦ A game is an individual’s activity aimed at conditionally modeling a particular unfolded activity. GAME STRUCTURE Game concept Rules. Game actions

Game functions EDUCATIONAL ENTERTAINMENT DEVELOPMENTAL COMMUNICATIVE EDUCATIONAL RELAXATION PSYCHOLOGICAL

Types of games 1. Depending on the presence of rules ◦ Games with fixed rules Example: most didactic, educational and outdoor games, developing intellectual, musical, fun games, attractions. ◦ Games with hidden rules Example: role-playing games (the rules in them exist implicitly, they are in the norms of behavior of the characters being played: the doctor does not set his own thermometer, the passenger does not fly in the cockpit).

MOVEABLE PLOT-ROLE PLAY** DIDACTIC COMPUTER *Gazman Oleg Semenovich – teacher, candidate of pedagogical sciences, corresponding member of the Russian Academy of Education, one of the theorists of the “communard movement”, inspirer and developer of “support pedagogy”. O. S. Gazman consistently postulated that the main responsibility of a teacher in education is the teacher’s soft, unobtrusive assistance in self-development, self-rehabilitation, self-determination and self-organization of the child. MOVEABLE TYPES OF GAMES. Classification by O. S. Gazman* **There are more than 500 types of role-playing games, but there is no clear classification. Most often, role-playing games are classified according to the following criteria: 1. According to the relationship between the game and the material: games with didactic toys, printed board games, word games, pseudo-plot games. 2. By type of activity: Travel games. Errand games. Guessing games. Riddle games. Conversation games (dialogue games).

Game technologies The concept of “game pedagogical technologies” includes a fairly broad group of methods and techniques for organizing the educational 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. When conducting lessons in the form of various pedagogical games, active and interactive methods training. ADVANTAGES DISADVANTAGES Increases interest in the subject Developing a game scenario and assessment criteria leads to greater time expenditure for the teacher Thanks to it, educational material is better absorbed and reinforced Cannot be used in every lesson Can be used in a practical lesson, when taking a test or exam More complex organization of a training session Develops thinking and creative abilities The game does not allow the formation of a knowledge system Brings the team together Complexity and objectivity of the assessment

Business games in economics A business game is an imitation of real production and economic processes using a game model with the aim of developing economic thinking among students. Main features of educational business games: 1. Business games allow you to implement an activity-active approach in organizing the process of economic education. 2. With the help of business games, the process of predicting knowledge is possible. 3. Business games involve conducting experiments with a model, and not with a real system, experiments with which in most cases are simply impossible or economically impractical. 4. The basis of the business game is the gaming context, which makes it possible to organize a dialogue between students and the simultaneous interaction of many multidirectional and cooperating parties in conditions where the achievement of the goals of the game and individual players depends not only on their own actions of other parties 5. A person is present in a business game as a subject of control , an integral part of the model, and is not replaced by a formal system of hypotheses about behavior. With its help, a direct connection is made between the model and the real system. A person enriches the model with his experience in practical solving problems of choice and the knowledge of a new type that arises during the game when implementing alternatives in conditions close to reality. For its part, the simulation model allows a person to quickly receive information about the consequences of the decisions he makes, the results of which he can evaluate and adjust. The disadvantages of a business game include the fact that it is inadequate to reality, therefore the behavior of the game participants does not in all cases correspond to the behavior in real life. Games emphasize tactical rather than strategic issues, i.e. games themselves cannot teach theory. Business games do not replace theoretical training, but complement it. They are like the final stage of learning.

Business games in economics ◦ “Family budget” ◦ “Market activity of an entrepreneur” ◦ “Labor market” ◦ “Stock exchange” ◦ “Efficient production” ◦ “Business” ◦ “Organization of a distribution center” ◦ “Purchases” ◦ “Logistics network” ◦ Etc.

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• Chapter 1. Theoretical basis problems of using gaming methods in primary school
• 1.1 Psychological and pedagogical foundations for the formation of educational activities
• 1.2 The role of play in the mental and personal development of a primary school student
• 1.3 Structure and types of didactic games
• Conclusions on chapter 1
• Chapter 2. Methods of using game methods in science lessons in primary school
• 2.1 The importance of game methods in science lessons in the development of primary school students
• 2.2 Approbation of game methods in science lessons in primary school
• Conclusion
• Bibliography
• Annex 1
• Appendix 2
• Appendix 3

Introduction

“To make a serious activity entertaining for a child is the task of initial education.” K.D. Ushinsky.

The increase in mental load in the lessons of the surrounding world makes us think about how to maintain students’ interest in the material being studied and their activity throughout the lesson. In this regard, a search is underway for new effective teaching methods and methodological techniques that would activate students’ thoughts and stimulate them to independently acquire knowledge.

The emergence of interest in natural science among a significant number of students depends to a large extent on teaching methods. We must ensure that every student works actively and enthusiastically during lessons, and use this as a starting point for the emergence and development of curiosity and deep cognitive interest. This is especially important at primary school age, when permanent interests and aptitudes for a particular subject are still being formed, and sometimes are just being determined. It is during this period that one should strive to develop a cognitive interest in studying the world around us.

An important role here is played by games - a modern and recognized method of teaching and upbringing, which has educational, developmental and nurturing functions that operate in organic unity. Modern didactics, turning to game forms of teaching in the classroom, rightly sees in them the possibility of effectively organizing the interaction between teacher and students, a productive form of their communication with the inherent elements of competition, spontaneity, and genuine interest. Play is creativity, play is work. In the process of playing, children develop the habit of concentrating, thinking independently, developing attention, and the desire for knowledge. Being carried away, children do not notice that they are learning, experiencing, remembering new things, navigating in unusual situations, replenishing their stock of ideas and concepts, and developing their imagination. Didactic games get along very well with “serious” teaching.

The inclusion of didactic games and game moments in the lesson makes the learning process interesting and entertaining, creates a cheerful working mood in children, and makes it easier to overcome difficulties in learning educational material. A variety of play activities support and enhance children's interest in the subject. A didactic game is not an end in itself in the classroom, but a means of teaching and education. Play should not be confused with fun, nor should it be viewed as an activity that gives pleasure for the sake of pleasure. Didactic play should be viewed as a type of transformative creative activity in close connection with other types of educational work.

The use of games in the educational process helps to activate the child’s activity, develops cognitive activity, observation, attention, memory, thinking, maintains interest in what is being studied, develops creative imagination, imaginative thinking, relieves fatigue in children, since the game makes the learning process entertaining for the child.

This paper examines the problem of activating the educational activity of primary schoolchildren through the use of game methods in science lessons, which act as one of the factors of successful learning.

Target: determine the features, specifics and reveal the methodology for using gaming methods in science lessons in primary school.

Tasks:

1. Reveal the essence of the concept of “game-based teaching methods”.

2. To identify the essence of the game and its place in the education of primary schoolchildren.

3. Analyze work experience from the perspective of the research topic.

4. Develop and test a system of gaming methods aimed at enhancing learning activities in science lessons.

Object of study: educational activities of primary schoolchildren in science lessons.

Subject of study: game methods in science lessons in primary school.

The research methods are: theoretical analysis of literature on the problem, summarizing, analysis of teaching experience.

The methodological basis was the works of famous scientists G.I. Shchukina, Gazman O.S., Petrova I.A., Kabanova L.V. and others, who consider the use of games in educational process.

The work consists of an introduction, two chapters, a conclusion, a bibliography and an appendix.

The introduction reveals the relevance of the topic, purpose and objectives, and research methods.

The first chapter is devoted to a theoretical analysis of the problem of using game methods in elementary school.

The second chapter contains a description of the work system for using games in science lessons in primary school.

Chapter 1. Theoretical foundations of the problem of using game methods in primary school

1.1 Psychological and pedagogical foundations for the formation of educational activities

Activity is understood as the activity of a subject aimed at cognition and creative transformation of the surrounding world, including himself and the conditions of his existence.

There are a huge number of types of human activity. But in all their diversity there are the most important ones, ensuring the existence of a person and his formation as an individual, genetically replacing each other and coexisting throughout the entire life path: play, learning and work. They differ in final results (product of activity), in organization, and in characteristics of motivation. Although activities do not exist in isolation, they have different meanings at different periods of a person's life. For one period of life, the leading activity is play, for another - learning, and for the third - work. Thus, we can talk about the types of activities that are leading in a particular period of personality development. Before the child enters school, the leading activity is play. The leading activity of a schoolchild is learning, and that of an adult is work.

Labor activity develops physical strength: the ability to withstand heavy physical loads, muscle strength, endurance, dexterity, and mobility. However, for this, the work must be feasible with gradually increasing physical activity as strength develops; in this case, it is necessary to use elements of the game.

The formation of a person as a subject of activity begins in the game, and this is its enormous, enduring significance. A child who begins to act consciously in play learns about the world around him. On this basis, he creates certain ideas, various feelings, volitional qualities and knowledge about the properties of objects and their purpose, about adults, their relationships, advantages and disadvantages. The game forms the moral qualities of a person, because it reflects social relations, and therefore each participant in the game is psychologically formed as an individual. This is most typical for childhood. But games of adults (for example, sports) also actively influence the development of their consciousness, and educational games have great cognitive significance.

Educational activity is the direct preparation of an individual for work, develops it mentally, physically, aesthetically, and only at the final stage of mastering a profession is it associated with the creation of material and cultural values. The learning process is a special activity where the goals, content, principles, methods and organizational forms of educational work are deliberately established, which best ensure the formation of knowledge, skills, abilities and abilities of students. In teaching, everything is subordinated to the development of personality. This is its main difference from play and work, which pursue a number of other goals.

Educational activities are aimed at mastering the methods of objective and cognitive actions, generalized theoretical knowledge.

Educational activity, like play, is a derivative activity, historically separated from labor, therefore they cannot exist without each other. Its isolation is due to the emergence of theoretical knowledge, the content of which is only partially manifested in individual practical actions and which, therefore, cannot be fully assimilated in the process of mastering these actions.

The essence of educational activity lies in solving educational problems, the main difference of which is that their goal and result are to change the acting subject himself, which consists in mastering certain methods of action, and not in changing the objects with which the subject acts.

Like any other human activity, educational activity is multimotivated. A special place in the system of motives for educational activity belongs to cognitive interest, which is a specific, internal motive for educational activity, without which the assimilation of knowledge from the final goal can turn into a condition for achieving other goals, i.e. the subject’s activity does not acquire an educational character (or loses it ). The possibilities and conditions for updating cognitive interest in educational activities are determined by its focus (on results or methods of cognition) and the level of development (whether it is situational or stable, personal).

When a child enters school, educational activities have not yet been formed, since gaming activities predominate; he must learn to learn. One of the main tasks of primary education at school is children’s mastery of learning activities through play.

The formation of educational activities of younger schoolchildren is closely related to the content and methods of teaching. Educational activity is an activity whose content is the mastery of generalized methods of action in the field of theoretical knowledge.

Thus, the structure of educational activities includes the following elements (according to B.A. Sosnovsky):

1. Educational and cognitive motives; their formation is the most important task of primary education, and the success of further education largely depends on the extent to which such motives are formed in the first grades.

2. Learning task; This is not just a specific task that a student completes in class or at home, but a whole, ordered system of tasks. As a result of their implementation, the most general methods of solving a class of problems of a certain type are discovered and mastered. scientific field. The most important thing when forming educational activities is to overcome the student’s orientation towards obtaining the correct result when solving specific task and form an orientation towards the correct application of the learned general method of action.

3. Educational activities through which schoolchildren reproduce and assimilate examples of general methods of solving problems and general techniques for determining the conditions for their application.

4. Control, the function of which is to monitor the correctness and completeness of the implementation of educational actions.

5. Assessment, the meaning of which is to determine how fully a given method of action has been mastered; accordingly, assessment refers both to the implementation of a specific educational task and to educational activities as a whole.

Scientists have established a certain sequence in the formation of educational activities. A child who comes to school does not know how to study, since the leading activity is play. First, the teacher does everything: sets the task, demonstrates examples of performing educational actions, controls the process of performing each action and evaluates whether the educational task has been completed by each student. Only gradually does the teacher include the student in the structure of educational activities to independently complete its individual elements. In this sense, at first the subject of educational activity is the teacher, who through the game teaches the main thing - the ability to learn.

Later, the student becomes the subject of knowledge. The educational process itself is interpreted not as the transmission of scientific knowledge, its assimilation, reproduction, but as the development of cognitive abilities and basic mental formations. It is not knowledge itself that develops, but its special construction, which models the content of a scientific field and the methods of its knowledge.

The student’s subjective activity (its direction, the nature of its manifestation) is determined by the way the cognitive activity is organized. The main source of the formation and development of cognitive activity is not the student himself, but organized learning. The better the learning conditions are created, the more optimally the student will develop. Educational activities must be stimulated by adequate motives. They can only be motives directly related to its content, i.e. motives for acquiring generalized methods of action, or, more simply, motives for one’s own growth, one’s own improvement. Personal success and personal improvement thereby acquire a deep social meaning.

It is necessary for every person to be able to learn throughout his entire life, because, as Elkonin believes, “once having appeared, this or that form of activity and cooperation must live as long as its bearer is alive. When it emerges, it performs the leading function, i.e. determining the general direction of the child’s mental development. Later, it continues to serve the circle of life problems for which it is intended, has its own territory and its own tools (its own motives, goals, subject, means).” Thus, about a person who has not mastered object-manipulative cooperation, they say that he “has both left hands,” because acquiring any manual skill is difficult for him. A person who has not learned or has forgotten how to play suffers from a poverty of imagination, which limits his creative possibilities.

And the lack of formation of educational cooperation leads to the inability to learn, i.e. spend the rest of your life improving yourself in the sphere of thinking and activity.

Educational activity does not develop those abilities that are basically unreflective - gullibility, imitation, fantasy with a zero reality index. These abilities are developed in other types of activities, which can be enriched through educational activities, but in no case are they replaced by them. When building a child’s school life, developing curriculum, planning a lesson, the designer and teacher must combine all activities in proper proportion at each specific moment of learning, otherwise the child’s development may turn out to be one-sided.

Educational activities develop in younger schoolchildren the ability to reflect, which allows them to separate the known from the unknown and, with the help of hypotheses regarding the unknown, address the reasons for their own actions and the actions of a partner in jointly solving new problems (this partner can be either a peer or a teacher). The ability to ask, to request missing information, readiness to change existing methods of action if they conflict with new facts, criticality of actions and opinions - one’s own and others, reluctance to take anything for granted, independence in assessments and self-assessments, the habit of looking for evidence and a tendency to discuss ways of resolving any issue - these are the behavioral manifestations of the reflexive development of younger schoolchildren as subjects of educational activity.

Full assimilation of theoretical concepts occurs in the process of solving educational problems by schoolchildren, the general meaning of which is similar to tasks called “cognitive” in didactics.

Educational activity is inherently connected precisely with the productive (or creative) thinking of schoolchildren. Creative independent work is currently organized in primary grades when studying any of the academic subjects. When performing these works, children necessarily independently search for a way to solve the problem and consider its various possible options.

That's why initial training should be aimed at solving this important problem modern school- to form in younger schoolchildren a creative attitude towards learning activities, including through game teaching methods in science lessons.

When a child comes to school, his leading activity changes from play to learning, and the main activity of the child should be learning. Therefore, in primary school it is necessary to lay the foundations of educational activity in students. However, this process is complicated by the age-related characteristics of a primary school student: weak switching of attention, its instability, involuntary memory and thinking. To overcome this, playful forms of children’s activity should be widely used in teaching - the educational activity of a primary school student should be permeated with playful moments.

1.2 The role of play in the mental and personal development of a primary school student

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. It has long been recognized that play occupies a significant part in a child’s life. Philosophers and teachers of ancient and modern times addressed this topic; numerous articles and studies were devoted to it, and various concepts of game forms of education were developed, according to which the game is recognized as an effective means of activating the cognitive activity of students.

Back in the 18th century, Rousseau/1772/ wrote that in order to recognize and understand a child, it is necessary to observe his play. In an effort to make it easier for the child to express and explore his own emotional world, unlike adults for whom natural environment communication is language, the natural medium of communication for a child is play and a variety of work activities, which has a specific goal and is aimed at completing a specific task by adapting to the requirements of the immediate environment, the game is internally complex, does not depend on external rewards and brings the outside world into correspondence with the child’s ideas”, as, for example, in the case when a child uses a spoon as a machine.

The word “game” itself in Russian is extremely polysemantic. It is not a scientific concept in the strict sense of the word. It may be that because a number of researchers have tried to find something in common between the most diverse, different-quality actions denoted by the word “game,” we still do not have a satisfactory explanation of the different forms of games. The theoretical aspects of practical learning through games have not been sufficiently studied by both domestic and foreign experts. One of the first to qualify the game as a pedagogical phenomenon was F. Froebel (1782-1852), a German teacher and theorist of preschool education. Noting the didactic nature of the game, he proved that the game is capable of solving the problems of teaching a child to help master the culture of movement.

The beginning of the development of game theory is usually associated with the names of such thinkers of the 19th century as F. Schiller, G. Spencer, W. Wundt. While developing their philosophical, psychological and mainly aesthetic views, they simultaneously, in only a few positions, touched upon play as one of the most widespread phenomena of life, linking the origin of play with the origin of art.

For Schiller, play is rather a pleasure associated with the manifestation of an excess of vitality, free from external needs.

W. Wundt came closest to understanding the origins of play: “Play is the child of labor. There is not a single game that does not have a prototype in one of the forms of serious work, which always precedes it both in time and in essence.” If Spencer, when considering play, included human play in the biological aspect, then Wundt included it in the socio-historical aspect. In the fundamental work of J. Piaget on the formation of a symbol in a child, the expanded form of role-playing play is not studied.

J. Piaget stops at her threshold, exploring some of the prerequisites for her appearance, but does not go further. He was interested not so much in the game itself as in the development of the child’s thinking in it.

In empirical psychology, the functional-analytical approach dominated in the study of games. At the same time, the game was considered as a manifestation of an already mature mental ability. Some researchers (K.D. Ushinsky, J. Selii, K. Büller, V. Stern, etc.) considered the game as a manifestation of an already mature mental ability, as a manifestation of imagination or fantasy, set in motion by various effective tendencies; others (A.I. Sikorsky, J. Dewey) linked play with the development of thinking.

For the first time, M.Ya Basov posed the problem of game psychology from a completely new perspective: “the originality of the game process is based on the peculiarities of the relationship between the individual and the environment, on the basis of which it arises.” Analyzing the objective conditions of existence inherent in childhood and leading to play with its special structural features, M.Ya. Basov points out that the most characteristic for them is the absence of any specific circumstances for the child, since his existence is ensured by his parents, and he does not yet have social obligations. This freedom in relationships with the environment leads, according to Basov, to a special type of behavior, the main driving force and feature of which is procedurality.

A significant contribution to the development of game theory was made by L.S. Vygotsky. He turns to play as the leading type of activity for preschool children and develops a hypothesis about the psychological essence of the expanded form of role-playing play. The main provisions of this hypothesis are as follows.

Games arise when unrealized tendencies appear, and at the same time, the characteristic tendency of early childhood towards the immediate realization of desires remains. The essence is that play is the fulfillment of desires, but not of individual, but of generalized affects.

Central and characteristic of play activity is the creation of an “imaginary” situation, which consists in the child taking on the role of an adult, and its implementation in a play environment created by the child himself.

Every game with an “imaginary” situation is at the same time a game with rules, and every game with rules is a game with an “imaginary” situation. The rules of the game are the child's rules for himself.

In play, the child operates with meanings that are divorced from things but based on real actions. The game continuously creates situations that require the child to act not according to an immediate principle, but along the line of greatest resistance.

Play is, although not the predominant, but the leading type of activity in preschool age. The game contains all the development trends; it is a source of development and creates zones of proximal development; Behind the game there are changes in consciousness and general character.

As a result of mastering play activities in the preschool period, readiness for generally significant and socially valued learning activities is formed. With critical remarks about the hypothesis of L.S. Vygotsky was made by S.L. Rubinstein. The main provisions of the views of S.L. Rubinstein are associated with the development of problems of the psychology of play as a special type of activity.” First of all, a game is a meaningful activity, i.e. a set of meaningful actions united by a unity of motive.” Motives for gaming activity reflect a more direct attitude of the individual to the environment; the significance of one or another of its aspects is experienced in play activity on the basis of a more direct relationship to their own internal content.” Raising the question of whether the transition to an imaginary situation is a departure from reality, S.L. Rubinstein answers it like this: “In the game there is a departure from reality, but there is also penetration into it. Therefore, there is no escape, no escape from reality... into an unreal world.”

Representatives of almost all directions in foreign psychology, one way or another, tried to explain, realizing, naturally, at the same time their general theoretical concepts (psychoanalysis of 3. Freud, structural theory

K. Koffka, dynamic theory of personality by K. Lewin, theory of egocentrism by J. Piaget). If not all representatives of these different directions made attempts to create a holistic theory of children's play, they all, in one way or another, tried to interpret its main symptoms.

Already at the end of the 19th century, even before the appearance of the works of K. Gross, when describing children's play, psychologists paid special attention to the work of the child's imagination or fantasy.

J. Selley /1901/ has already introduced two main features of that form of play, which is called role-playing and occupies a dominant position in preschool age. These are, firstly, the child’s transformation of himself and surrounding objects and the transition to an imaginary world and, secondly, secondly, a deep absorption in the creation of this fiction and life in it.

These two phenomena of children's play - the activity of fantasy and absorption in fiction - have been emphasized and highlighted by many psychologists, and the attention of game theorists has focused around their explanation.

V. Stern sees the explanation for the transition to an imaginary world and the associated illusion of reality in the fact that “a small child, who in his helplessness runs into obstacles everywhere, who is dependent on adults in his real reality, can, of course, experience a dull feeling this pressure and frees himself from it by escaping into the world of fantasy, where he himself is the master and ruler, even the creator and creator.

But the stronger the illusion with which he is immersed in this ghostly existence created by himself, the stronger the feeling of liberation and the greater the joy.

V. Stern’s statements contain a unique concept of the reasons for the emergence of the game and the mechanisms for its implementation. The narrowness of the world in which a child lives and the feeling of pressure he experiences is the reason for the tendency to move away from this world, the reason for the emergence of play; fantasy and the associated experience of illusion are the mechanism for its implementation. V. Stern passes by the thought he himself expressed that a child introduces into his play the activities of adults and objects associated with this activity. Consequently, it is this world of adults that is attractive to a child.

Thus, an alternative arises in explaining play: play or a reaction to the small world in which the child lives, or the reproduction of adult activities, is attractive to the child.

The idea that play is a manifestation of the liveliness and carelessness of fantasy, which reaches a fairly high level of development at an early age, is typical of the functional psychology of characteristics. If we accept these views, then it turns out that such a most complex ability as imagination, which these authors themselves considered specifically human, arises and develops much earlier than other relatively more elementary abilities.

The views according to which imagination reaches a high level of development in children were criticized by L.S. Vygotsky: “Children can make everything out of everything,” said Goethe, and this undemandingness, unpretentiousness of children’s imagination, which is no longer free in an adult, was often taken for the freedom or richness of children’s imagination.”

If in general theories games, attempts were made to understand the game based on the characteristics of the young organism of animals, then in the theories of children's play, the main phenomena of play behavior were explained by the intensive development of imagination during childhood and its characteristics - liveliness,

carelessness, experiencing illusions. The position of the child in society, in the system of relationships between the child and the adults around him, was not analyzed at all.

Play is of great importance in a child's life. A. S. Makarenko, a great expert on children's souls, often addressed the question of the role of play in the lives of children. “What a child is like at play, so in many ways he will be at work when he grows up,” said a famous scientist. “The center of the game situation,” writes D.B. Elkonin, is the role that the child takes on. It determines the entire set of actions that the child performs in an imaginary situation. And the role is an adult whose activity is recreated by a child.” In the game, the initial education of many qualities in a future employee and citizen takes place. Play is organically inherent in childhood and, with skillful guidance from adults, can work wonders. It will help unite the children's team and include withdrawn and shy children in active activities. Play for children is an important means of self-expression and a test of strength. In games you can better get to know children, their character, habits, organizational skills, and creative abilities. Games bring adults and children closer together and help establish close contact with them.

Gaming activity affects the development of attention, memory, thinking, imagination, and all cognitive processes.

Thus, in play activity, the arbitrariness of mental processes is formed, when the child can follow a conscious goal.

The gaming situation also has a constant impact on the development of students’ mental activity.

The game is first attracted by the task and the difficulty that can be overcome, and then by the joy of discovery and the feeling of overcoming an obstacle. They acquire the ability to analyze their own actions, actions, motives and relate them to universal human values, as well as with the actions, actions and motives of other people. In confirmation of this, Shmakov writes: “Game collisions arouse in the student the desire to analyze, compare, explore hidden reasons phenomena. The game evokes the most important property of learning - the need to learn, to know.”

It is in the game that there is a real opportunity to control how the action involved in the communication process is performed. Play is irreplaceable as a means of developing correct relationships between children. In it, the child shows a sensitive attitude towards a friend, learns to be fair, to give in if necessary, to help in trouble, etc. Therefore, the game is an excellent means of fostering collectivism.

The game reflects the world around us in its actions; as a result of the game, all aspects of a child’s mental life are formed. By participating in the game, the child is much more independent in setting tasks and choosing methods of action. Elements of play in the learning process cause pleasant experiences in children and increase their activity. The use of games allows us to solve another, almost no less important problem related to the need to compensate for information overload, with the organization of psychological and physiological rest.

The essence of games is to solve cognitive problems posed in an entertaining way. The very solution of a cognitive task is associated with mental stress, with overcoming difficulties, which accustoms the child to mental work. At the same time it develops logical thinking in children.

By mastering or clarifying this or that material in the game, children observe, compare, classify objects according to certain criteria, exercise memory and attention, learn to use clear and precise

terminology, tell stories, describe objects, name their actions and qualities, show intelligence and resourcefulness.

The game also contributes to artistic education - improvement of movements, expressiveness of speech, development of creative imagination for a vivid portrayal of an image. The development of the ability to imagine allows the child to have a good idea of ​​what another person is talking about, and what is not the subject of direct contemplation. Imagination helps the child listen and imagine what he hears.

Play occupies an equally important place in the development of a child’s personality. It is here that the child becomes acquainted with the behavior and relationships of adults, who become a model for his own behavior.

Play is the most important sphere of a child’s life. Merging with labor, knowledge, art, and sports, it provides the necessary emotional conditions for the comprehensive, harmonious development of the individual. In the hands of adults, it becomes an educational tool that makes it possible to more fully take into account the age characteristics of children, develop initiative and initiative, create an atmosphere of freedom, creative emancipation in the team and conditions for self-development.

The educational significance of the game and its comprehensive influence on the development of the child cannot be overestimated. Play is organically inherent in childhood and, with skillful guidance from adults, can work wonders. She can turn a lazy person into a hard worker, a ignorant person into a knowledgeable person, and an incompetent person into a craftsman. “Like a magic wand, a game can change children’s attitude towards what sometimes seems too ordinary, boring, and annoying to them.” It is here that they acquire basic communication skills, the qualities necessary to establish contact with peers.

A game is a kind of school in which a child actively and creatively masters the rules and norms of human behavior and attitude towards the environment.

In play among peers, the need for cognition develops on fundamentally new grounds: if an adult seeks to support a child in his endeavors and achievements, then peers enter into complex relationships in which moments of competition and mutual support are intertwined.

“In games, the element of competition is always a very important incentive. In competitions, the child’s activity and will to win increases.”

A game is an activity based on imitation. In play, children imitate the correct and morally valuable actions of people, they learn the experience of behavior that meets the requirements of public morality.

The children themselves give the game a high rating. According to children, play is: “joy, relaxation, interest.” And a feeling of sadness if something doesn’t go well”, “... this is an interesting and fun activity, a joyful mood.” It is generally accepted that than older age, the less attractive the game is. But it is not always the case. Eighth to tenth grade students highly appreciate the game. Here are the most typical and interesting statements: “A game is the most interesting thing invented by man”; “A game is a fantasy of the mind, a test of dexterity and ingenuity. A man who does not play has no imagination"; “A game is an interesting activity in which a person’s abilities and feelings are revealed. “A game is almost life, only exaggerated for the better.” Children participate in games to realize their potential and abilities that do not find outlets in other types of educational activities, others to get a high grade, others to show themselves in front of the team, others solve their communication problems.

This is the nature of childhood: not only preschoolers, but also first-graders, teenagers, and graduates are characterized by increased emotionality and curiosity; the desire to test and test one’s strength and dexterity; the desire to fantasize, discover secrets and strive for something difficult, distant and beautiful. “Playing is a paradoxical behavior. Research into what is already known, training in what has already been mastered; friendly aggressiveness, excitement for no reason, social behavior not determined by a specific general activity or social structure, pretense not for the sake of deception - all this is a game.”

didactic game learning science

1.3 Structure and types of didactic games

There are many attempts to classify games. Most of them are either intuitive or made from specifically collected game material specifically for this material. In pedagogical literature, it is customary to distinguish between object-based, plot-based, active and didactic games. This approach clearly does not cover all the richness of gaming practice; it is long outdated. The difficulty of classifying games lies in the fact that they, like any cultural phenomenon, are seriously influenced by the dynamics of the historical process. To classify games is to create (combine) an order of games, subordinate to their purposes, compiled on the basis of taking into account the fundamental and general features and natural connections between them. The classification of games should allow one to navigate their diversity and provide accurate information about them.

It is indeed very difficult to explore the vast number of variations, game strategies appropriate for certain ages, or without age games. It should be noted that all age periods with their leading types of activity (primary school age - educational activity, middle school age - socially useful, senior school age - educational and professional) do not displace play, but continue to include it in the development process.

Primary school age is characterized by brightness and spontaneity of perception, ease of entering into images. Children are easily involved in any activity, especially play, they independently organize themselves into group play, continue playing with objects and toys, and non-imitation games appear.

Gaming technology is built as a holistic education, covering certain part educational process and united by common content, plot, character. It includes sequential games and exercises that develop the ability to identify the main, characteristic features of objects, compare and contrast them; groups of games to generalize objects according to certain characteristics; groups of games, during which primary schoolchildren develop the ability to distinguish real from unreal phenomena; groups of games that develop the ability to control oneself, speed of reaction to a word, phonemic hearing, ingenuity, etc. At the same time, the game plot develops in parallel with the main content of training, helps to intensify the learning process, and assimilate a number of educational elements. Compiling gaming technologies from individual games and elements is the concern of every elementary school teacher.

K. Gross divides gaming phenomena into 4 groups: combat, love, imitative and social. The grouping of games into these types is based on heterogeneous criteria, primarily on the idea of ​​social activity. The English game researcher A. Gomm divides all games into two groups: dramatic games and games built “on skill and luck.”

In literature Soviet period the classification of games was made in the early 30s by the games collector V. Vsevolodsky - Geringross, who divided the entire world of gaming phenomena into three main formal types; dramatic, sports and ornamental games.

Best systems approach to the classification of games made by E.I. Dobrinsky and E.V. Sokolov; which classify games “by content” (military, sports, artistic, economic, political); “according to the composition and number of participants” (children, adults, singles, doubles, groups); “by what abilities they discover and train” (physical, intellectual, competitive, creative, etc.).

Currently, games are reaching a new, high level and are used in a variety of ways and effectively. Without denying other approaches to their classification S.A. Shmakov proposes to take as its basis human activity, which games reflect, the basic types of which they largely model. On the one hand, such activity, its vertical and horizontal connections, is leisure. Cognition and work, on the other hand, are psychophysical, intellectual, creative and social activities. From this position, he divides all children's games into the following types:

Physical and psychological games and training.

Intellectual and creative games.

Social games.

Complex games.

In the scientific literature, the games of preschool and primary school children are usually called didactic or educational, and the games of older children are called intellectual. Some experts believe that the concept of “cognitive” applies to almost all types of children's games. The term “didactic” is correct in relation to games that are purposefully included in the didactics section. Such definitions as “educational”, “educational”, “subject-specific”, included in the concept of “didactic”. An educational and cognitive game allows you to incorporate subject and social contexts into learning that are important for future work. In games of this type, conditions for personality formation that are adequate in comparison with conventional training are modeled. In “contextual” learning, the achievement of purely didactic goals merges with educational developmental goals, which activates the process of cognition. There are several groups of games that develop the child’s intelligence, cognitive activity,

In elementary school, creative, role-playing games predominate, in which the plot is a form of intellectual activity. Travel games are more indicative in this regard. They are especially popular among younger teenagers.

Travel games are in the nature of geographical, historical, local history, and pathfinder “expeditions” carried out using books, maps, and documents. “Expeditions”, “hikes”, “trips”, “travels” are carried out by schoolchildren in imaginary conditions, where all actions and experiences are determined by the game roles: geologist, zoologist, economist, special correspondent, meteorologist, topographer, etc. Students keep a diary, 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 These games are an activity of the imagination, creating the originality of this form of activity.

Third group: games that are used as a means of developing the cognitive activity of children and adolescents - these are games with ready-made rules, usually called didactic.

Each science and educational subject has its own entertaining side, there are a large number of games and game forms, there are literary, linguistic, and mathematical games. There are games on the history of zoology, botany, and geography. There are games that incorporate educational elements from several academic subjects. As a rule, they require schoolchildren to be able to decipher, unravel, solve, and most importantly, know the subject itself. The more skillfully a didactic game is composed, the more skillfully the didactic goal is hidden. The student learns to operate the knowledge invested in the game not intentionally, not arbitrarily, by playing. The best didactic games are designed on the principle of self-learning, that is, in such a way that they themselves direct the student to master knowledge and skills. There are similarities and significant differences between teaching itself and didactic play.

Training typically includes two components: collection necessary information and making the right decision. These components provide the learner with a didactic experience. But gaining experience requires a lot of experience. Usually the time allocated, for example, for solving certain problems

not great. You can “increase the acquisition of such experience” by students and teach them to independently train this skill with the help of games. The fourth group of games is construction, labor, technical, design. These games reflect the professional reality of adults.

The fifth group of intellectual games - games - exercises, games - training, affecting the mental sphere. This group of games is based on self-testing of the student’s personal capabilities. First of all, these are games for attention, games that teach children to value time, develop the eye, train observation, games that develop reaction speed and coordination of movements, creativity, affecting the emotions and feelings of children, etc. To them S.A. Shmakov includes games - tests - questionnaires, tests-tasks, games of preferred choice, games of exercise for a specific purpose.

Purposeful games-exercises are an active pedagogical means of raising children. There is frankly a lot of didacticism in them, but schoolchildren love and accept them precisely as games - tests of their qualities. 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. When children are passionate about play, they overcome various difficulties, obstacles, and psychological barriers quite independently. Thus, in the game there is a direct transition from education to self-education, to conscious work on oneself, one’s will, character, and on creating positive habits and qualities.

First of all, a game is a meaningful activity, i.e. a set of meaningful actions united by a unity of motive.

The game is an expression of a certain attitude of the individual to the surrounding reality. .

Play is an activity, an activity for children and an activity determined by the totality of certain rules, techniques that serve to fill leisure time, for entertainment. It is also a meaningful activity, that is, a set of meaningful actions united by the unity of motive.

The game simultaneously pursues three goals: educational, gaming and educational. Huge positive influence The game has an impact on the educational activities of intellectually passive children and children with learning difficulties. Such children are able to perform a volume of work in play that they would never be able to do in a normal classroom environment. The situation of experiencing success is also very important for such children. They need to select tasks that they can cope with, gradually making them more difficult. So-called double tasks are possible, where the first prepares for the execution of the second. For primary school age, learning is a new and unusual thing. Therefore, when getting acquainted with school life, the game helps to remove the barrier between the “external world of knowledge” and the child’s psyche. Game action allows you to master something that in advance causes a fear of the unknown in the younger student, constantly instilled respect for the wisdom of school life, which interferes with the free acquisition of knowledge. Games and logic problems should be mandatory structural elements of a lesson on the surrounding world in elementary school. This will enable the teacher to organize the cognitive activity of primary school students.

In practical activities, there are two main types of games: games with fixed, open rules and games with hidden rules. An example of games of the first type is the majority of didactic, educational and outdoor games; this also includes developing intellectual, musical, and fun games.

The second type includes role-playing games. The rules in them exist implicitly. They are in the norms of behavior of reproduced heroes: the doctor does not set his own thermometer, the passenger does not fly in the cockpit.

Didactic game is active work on simulation modeling of the studied systems, phenomena, processes. The main difference between a game and other activities is that its subject is human activity itself. In a didactic game, the main type of activity is educational activity, which is intertwined with gaming and acquires the features of joint gaming educational activity. Didactic games are characterized by the presence of an educational task - a teaching task. It is guided by adults when creating this or that didactic game, but they put it in a form that is entertaining for children.

An essential feature of a didactic game is a stable structure, which distinguishes it from any other activity. Structural components of a didactic game: didactic task, game task, game actions and rules.

The presence of a didactic task or several tasks emphasizes the educational nature of the game, the focus of the educational content on the processes of cognitive activity of children. The didactic task is determined by the teacher and reflects his teaching activities. A game task carried out by children in play activities. Two tasks - didactic and game - reflect the relationship between learning and play. In contrast to the direct setting of a didactic task in the classroom, in a didactic game it is carried out through a game task, determines game actions, becomes the task of the child himself, arouses the desire and need to solve it, and activates game actions.

The didactic task is realized throughout the game through the implementation of the game task, game actions, and the result of its solution is revealed in the finale.

Game actions form the basis of didactic games - without them the game itself is impossible. The more varied and meaningful the play activities, the more interesting the game itself is for children and the more successfully cognitive and play tasks are solved. Children need to be taught play actions. Only under this condition does the game acquire an educational character and become meaningful. Teaching game actions is most often not direct, but is given through a trial move, through demonstration of actions when revealing a particular role. In gaming actions, the motive of gaming activity is manifested, an active desire to solve the assigned gaming problem. They vary in complexity and are determined by the complexity of the cognitive content and the gaming task.

Game actions are not always practical external actions, when you need to carefully consider something, compare, disassemble, etc. These are also complex mental actions expressed in the processes of purposeful perception, observation, comparison, recall of previously learned - mental actions expressed in processes of thinking. In different games, game actions differ in their focus and in relation to the players. In games in which all children participate and perform the same roles, the game actions are the same for everyone. When dividing children into groups in a game, the game actions are different. For example, in games with making and guessing riddles, the play actions of children who make a riddle and those of children who guess them are different. Game actions do not necessarily follow one another in some kind of system or sequence: they interact in different ways, are combined, and are reinforced by one another in the process of developing the game and assimilating cognitive content.

One of the components of a didactic game is the rules of the game. Their content and focus are determined by the general tasks of forming the personality of the child and the group of children, cognitive content, game tasks and game actions in their development and enrichment.

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Among active learning methods, play plays a prominent place. There are many concepts of play activities. their multiplicity is due both to different methodological approaches from the point of view of which the game is defined, and to the complexity and diversity of the phenomenon of the game and its functions.

According to scientists, a game is a special form of life developed or created by society to manage the development of the younger generation; that is, this is a special pedagogical creation, although it was created not by individual people, but by society as a whole. The very process of the emergence of the game was “massive”; in it, a natural-historical pattern was manifested in the various conscious activities of individual people.

Play is a consequence of the activity through which people transform reality and change the world. The essence of human play lies in the ability to transform the world around us, recreating it. In the game, the individual’s need to become a subject, a leader of his activities, and influence the world is formed and manifested. The main thing in the game is not the result, but the process itself, the experiences associated with it. Although the situations in which a person plays are imaginary, actions and experiences, feelings are real. Therefore, from a psychological point of view, play arises when needs arise that cannot be realized at a certain point in life. In this sense, the game is the realization of subconscious desires, but not individual ones, but generalized ones.

Acting in an imaginary field, in a fictional situation a person is free, i.e. determines her own actions, looking at her own “I,” while subconsciously obeying the rules of the game, which, unnoticed by the player, develops the ability to determine a goal, predict consequences, choose the best solution in specific circumstances, carry out one’s own plans, and act actively and purposefully. The educational and educational functions and value of the game lie in the fact that by controlling the content and rules of the game, you can indirectly control the process of formation and development of the necessary professional qualities, stimulate the initiative and independence of players during the performance of game tasks.

The motives of gaming activity are contained within itself and can serve as a “trigger” for the formation of other (educational, professional) motives. The game turns the student into a subject of the pedagogical process, ensures the formation of the principles of a certain activity (simulated), strong-willed qualities, and holistic experience necessary in the future profession. This property of the game predetermines its place in the educational process. So, a game is an activity that imitates real actions or conditions, the main goal of which is the process, not the result. Therefore, play is an effective learning method at any age.

In the process of professional training, didactic, developmental, role-playing and business games are used.

Didactic games must form a system of knowledge and skills of students.

Educational games aimed at improving the student’s mental processes and properties: perception, attention, memory, imagination, thinking, dexterity, dexterity, etc.

Didactic and educational games are closely related. In such games, the student’s interest moves from a game to a mental task, which increases his cognitive activity. Didactic and educational games combine the features of gaming and educational activities. They take place under the guidance of a teacher and according to his plan, and should be carried out with the didactic principles of accessibility (from simple to complex), independence, and a positive, emotional atmosphere.

Typical examples of didactic and developmental games in the process of vocational training can be “Technical battles”, professional lotto, crosswords; competitions for experts (on the subject), inventors; KVN "What? Where? When?", brainstorming, brain-ring; mini-competitions “Best in Profession”, etc.

Role-playing game has a plot, and its main rule is the action of the participants in accordance with the character of the character, the role that is performed (era, profession, views). Participants in the game can play the roles of outstanding scientists, inventors, historical figures, artists, heroes work of art or imaginary persons.

Role-playing games are predominantly collective in nature, in particular they reflect relationships in society, at work, in a small group of people. The main components of a role-playing game: theme, content, imaginary situation, plot, roles, game actions.

Before the start of the role-playing game (at least a week in advance), students receive initial information about the plot and rules of the game, and take on certain roles. It is useful for some students to take part in the game as a judge, experts who evaluate the quality of the roles played by the game participants, their decisions, ingenuity, efficiency, depending on the requirements of the profession. The position of the teacher in the process of conducting games is multifaceted: before the game, he is an instructor, explains the content and rules of the game; during the game - a consultant; when summing up - the judge and the leader of the discussion.

In a role-playing game, participants seem to transform into those they are portraying and, believing in the game, create a special game life. Role-playing is the simultaneity of double communication: real and imaginary. Important aspects of communication in role-playing games are empathy and reflection. Empathy is manifested in the ability to sympathize with the participants in the game, their emotional state and at the same time mentally identify oneself with the character. Reflection in a role-playing game is the ability to understand the character’s inner world and one’s own, to see oneself from the outside.

Due to the presence of such characteristics, role-playing is a means of teaching professional communication. Role-playing games are a particularly effective method for non-communicative students, with underdeveloped speech, and anxious ones (participation in activities on behalf of a character reduces the fear of mistakes, because mistakes are supposedly made by the character, not the participant).

So, when properly organized, role-playing games also have a psychotherapeutic effect (they correct self-esteem, reduce tension and conflict, and quietly teach them to comply with the requirements of society).

Role-playing games have a significant emotional impact on the participants, develop the ability to make decisions in situations of communication with peers, and contribute to the assimilation of norms of professional behavior. Role-playing game gives actors a wide range of behaviors that cannot be predicted in advance, that is, role-playing game also develops creative abilities. The participants in the game are in a state of intellectual tension, since no one knows the way in which the players complete their task. This is where the attractive mystery and romance come from, which encourages participation in the game.

Role-playing games that are appropriate in the process of professional training include "Congress of inventors (scientists, etc.)", "Press conference of famous...", "Auction of ideas, technologies...", "Resolution of an industrial conflict" , “Extreme (non-standard) situation”, “Traveling through an era, a country in time...”, etc.

In the context of training qualified specialists, business games are widely used.

Business game is a form of recreation of the subject and social content of the future professional activity specialist, modeling those systems of relationships that are typical specifically for this activity, simulating professional problems, real contradictions, difficulties in typical professional problem situations1.

The main goal of business games is to develop and improve specific skills to act in specific situations. In the process of conducting business games, students in specially simulated conditions are trained to quickly analyze production circumstances (including emergency ones) and make optimal decisions, search for faults and breakdowns based on specified parameters, select an appropriate technological process, and solve economic problems1.

Preparing a business game begins with developing a scenario. The contents of the script include: learning goal games, description of the problem being studied, justification tasks, description procedures of the game and situations that are modeled, characteristics of the characters.

At the stage of developing a business game, one should focus on the following psychological and pedagogical principles: the principle of simulation modeling of the content of professional activity, specific conditions and dynamics of production; the principle of reproducing problematic circumstances typical for this profession using a system of game tasks that contain contradictions and are difficult for students; the principle of joint activity of participants in the conditions of interaction of production functions of specialists, which are simulated in the game; the principle of dialogical communication between game participants as a necessary condition for solving educational and game tasks, preparing and making agreed decisions.

A business game solves important problems in developing the personality of a future specialist; students acquire knowledge and skills in the context of professional activity, acquire professional and social competence, the ability to successfully interact in a production team, trade union, manage and organize the work of workers. This “serious” activity is implemented in a playful way, which allows students to intellectually and emotionally express their individuality and creative initiative.

The business game procedure consists of the following stages: preparation of participants, experts and materials; studying the script and instructions; conducting a game, from the beginning of which no one can interfere and change the scenario and rules; discussion, analysis of achievements and mistakes in the game, assessment of behavior, methods of action and decisions made by players.

Business games include the following:

1. Exercises on simulators.

2. “Analysis of specific production and professional situations” - students become familiar with the situation, with a set of interrelated facts and phenomena that characterize a specific event that arises before a specialist in his professional practice and requires him to make an appropriate decision; students propose their solutions in a given situation, which are collectively discussed, advantages and disadvantages are identified, and possible optimal solutions are selected. In this way, a stock of alternatives for professional behavior is created.

3. A full-scale business game is an imitation of real professional activity with all real positions, functions, documents, with forecasting and calculations of the consequences of decisions that are made (often using a computer), only reduced in time.

For each game, documentation is developed, which should include the following sections:

- object or process, which the game simulates. Such an object can be an institution, enterprise, workshop, site, as well as the process of design, organization, management;

- business game prospectus, which includes the purpose of the game, the conditions for its use, a description of the audience for which the game is intended;

- list of game participants, their functions, characteristics, requirements for them;

scenario - detailed description of the game process, “position”, rules, game tasks, instructions to players, experts, calculation group (criteria for evaluating the players’ activities);

- environment model, which includes ways in which conditional obstacles are created for players to make decisions difficult. These obstacles are in the nature of specific situations that arise in production (resources are exhausted, equipment breakdown, natural phenomena, accidents, social conflicts and so on.);

- rules of the game (minutes). A business game often takes several classes - a full school day (role-playing game - two classroom hours, didactic and educational games - part of the lesson), but this depends on the complexity and scenario of the game;

- list, description of materials for the game (documents, tests, equipment, office supplies, computers, audience);

- exit the game - the results that were the goal of the game (decisions, skills, documents, materials, calculations).

According to E.A. Khrutsky, a business game is a kind of performance of production and management activities, in which the rules of the game can be different, depending on the final goal that must be achieved in the game. The rules can be mandatory for all participants in the game or advisory (flexible), when the players’ activities are limited to certain limits, when they have the opportunity to improvise and freely choose decisions. There are also games without rules, that is, at the beginning of the game, having become familiar with the conditional circumstances and tasks, the participants discuss and accept certain rights, restrictions, and responsibilities for the players.

The principles of constructing and conducting business games include:

1. Visibility and simplicity of the design (model) of the game (the game should reflect not all, but the most important moments of professional activity).

2. Autonomy of themes and fragments of a business game (the ability to conduct the game over several meetings (days), change the details of the game for different composition of participants). Possibility of further improvement and development of the business game design (inclusion in a larger game, creation of game variants).

3. A rational combination of gaming activities and activities related to the game (preparation, assessment). Maximum liberation of game participants from calculations, preparation of texts, and use of computers.

4. The focus of all elements of the game on solving the problem, which is the subject of the game and the purpose of learning.

5. Complete “immersion” of business game participants into the problems of the organizational system, which is modeled in the game. The gradual entry of players into the experimental situation. Uniform load on game participants over time.

Let us give examples of role-playing and business games.

Burim N.V., senior lecturer

Department of Psychology and Pedagogy of Childhood

The simplicity of children's games is deceptive,

Everyone knows this phenomenon, but not everyone understands it.

P.F. Kapterev

Why is play the leading activity in preschool age? Are qualities being formed in it that will contribute to the child’s future success at school? Can a game become a “bridge” of continuity between preschool and primary general education?

The very concept of “leader” gives us a hint. Play is an activity that leads to the formation of new qualities of the child’s psyche and personality. It is very important to understand the peculiarity of preschool age: the center of a child’s mental work lies not in his intellect, but in his emotions, but this does not weaken the work of thinking, but gives it a different character. All cognitive activity of the child is directed by those goals that are put forward by the emotional sphere and the sphere of activity. This combination is optimally presented in the game.

Play is an ideal means of developing children's imagination and fantasy. Each of us can remember the “magic” words of childhood - “let’s pretend.” They were the ones who transported us into the imaginary world of the game. And today, watching the plot - role-playing games for preschoolers, we hear the “magic” words: “Come on, as if we were astronauts! And they flew to the moon! And there we are met by sleepwalkers...” There are no boundaries in the game, here the “impossible” becomes “possible”, here everything works out. You can easily become inhabitants of an unknown planet, a fairy-tale country, or try yourself in the role of an educator, teacher, doctor, rescuer (“like mom and dad”).

“A child plays not only with toys, he plays with words, situations,

events, he plays with the whole world. If the child doesn't come up with anything,

if his creativity does not pour out of him in a powerful, bright stream, then

we need to sound the alarm and think about what happened to the child, is he healthy?”

– it’s hard not to agree with the words of the famous domestic psychologist

V.S. Yurkevich. Older preschoolers are very fond of the game of “composing books”,

which does not require creation in detail - gaming environment, and is voiced in

level of verbal speech. “The fox ate Kolobok and went hunting. And he

he was cheerful and smart. How he jumps in his stomach and sings his song loudly.

That’s where everyone saw the fox...”; “Come in, frog, into the little tower. We shall be together

live. And the frog answers: I won’t go. I live in a swamp. I have mosquitoes there

midge…". Here are examples of children's “consideration”, which is impossible without

imagination.

In the practice of educational activities of preschool institutions

The developmental potential of the game is actively used - fantasies. These are the techniques

"losing" the famous fairy tales of the Italian children's writer Gianni

Rodari: “a fairy tale inside out”, “a fairy tale in a given key”, “a salad from fairy tales”,

“a fairy tale from the perspective of different characters”, etc. This is a pedagogical technology

TRIZ with games for the development of creative thinking and imagination: “What

it will be if...", "Okay - bad”, “Unusual way”, etc.

“Game is the vital laboratory of childhood. In the game, in this special

processing of vital material is the healthiest core of the rational school

childhood." This is how the famous Russian writer described the children's game

teacher S.T. Shatsky. One cannot but agree with this formulation.

Role-playing games allow the child to try on a variety of

social roles, introduce him to the world of human relations, teach him to live

in a world of unlike people. This is a "testing ground" for human practice, testing and

application of experience. This is the most natural means of development

child's communication abilities. In role-playing games, except

imaginary situation (“Kindergarten”, “School”, “Circus”, “Sea

journey"), there are real relationships when with peers

we need to agree: who will be who, how events in the game will develop...

Here it becomes necessary to agree with the position of the gaming partner,

or, conversely, defend your point of view. Will these qualities be needed?

child at school? Does the inability to enter into a relationship hinder a person in life?

communication? Most likely, we will get an affirmative answer to these questions.

Children's games develop the ability for symbolic substitutions,

which is a prerequisite for the development of the sign function of consciousness,

a specifically human form of exploration of the world. Child uses

various items - substitutes: a tube twisted from paper,

easily turns into a telescope, kaleidoscope, pipe, wand; colored

pieces of fur - into the inhabitants of the zoo. Senior preschoolers with interest

simulate the development of the general plot of the upcoming game. Yes, drawn

the palm tree becomes a sign that launches a journey to distant Africa,

and three tens and a crown - to the thirtieth kingdom. Wave image can

indicate that the children will go on a trip on a ship, and the cloud and

rectangle - on the carpet - airplane... Here we encounter bright

examples of children's ingenuity and creativity.

The game develops goal setting and the ability to “think in the mind,” which will certainly be useful to the child at school. To go to sea

journey, he must think about what kind of ship to build from, how

build, where to start, what will definitely be on the ship, etc.

Due to egocentrism (closedness to one’s own point of view), a preschooler

It is difficult to take the position of another. "Loosening" of the child's

egocentrism occurs in director's games in which the child

controls the plot, imagines how the characters (toys,

items - substituents) what will happen as a result. He looks

on imaginary events and evaluates their positions in different game

characters (takes into account different life positions). This is another step towards

success at school, to understanding and accepting the thoughts of others (teachers,

peer), the ability to take his point of view and argue

own opinion. The basis of plots for director's games can be

events that happened at home or in kindergarten, literary

works, cartoons, fictional stories. In these games the child

masters all components of oral speech. As an actor, with the help

dialogical role-playing speech, he voices toy characters. How

narrator, using monologue narrative speech,

comments and moves the plot forward. At the same time, the director's play

one of the few means that allows an adult to find out what

the child is oriented towards social values, what worries him, what he

interested.

Preschool age is a period when children have special

sensitivity, receptivity, readiness for emotional

response to the state of another. Empathy is a child’s ability to sympathize,

empathize, rejoice with the heroes of literary works, brightly

manifests itself in theatrical games. They lead to better understanding

different people among whom our children live and will live, education

good human qualities. In addition, the child identifies himself with

favorite hero, thus the game contributes to the formation

certain qualities, personality relationships.

In theatrical games (imitations, improvisations, dialogues,

dramatizations, staging) you can express emotions, deeply

hidden in the depths of a child's soul. There is an opportunity to relieve aggression,

tension (the serpent Gorynych, Baba Yaga, toothy wolf), with which today it is often

teachers face - practices. Such characters also help

the child to develop adequate ways of responding to aggression, with

which he will meet in life. You can hide in theatrical games

under a mask and be unrecognizable. You can hide behind the puppet screen

theater and speak on behalf of the doll. And there is no reason for embarrassment: they are watching

after all, not on him, but on the doll. Such games help children overcome shyness,

self-doubt, shyness. Artists are gradually becoming bolder

and more confident.

“The game is a huge bright window through which spiritual world baby

a life-giving stream of ideas and concepts flows in. It's a spark

igniting the flame of inquisitiveness and curiosity.” That's what he said about the game

famous domestic teacher V.A. Sukhomlinsky. Child at play

realizes his need for knowledge, strives for research

the surrounding world. The more diverse and intense the search engine

activity, the more new discoveries the child makes. The faster and

His self-development is progressing more fully. “Does it fly or doesn’t it fly?”, “It sinks – doesn’t

drowning?”, “Whose trace is deeper?”, “Where did the Snowman disappear?”, “What does it look like?

iceberg?", "Can you see air?" – to these and many other questions

the child gets answers in games - experimentation. discoveries that

committed by a preschooler, are always accompanied by vivid emotional

experiences. At the same time, along with the joy of solving a specific issue,

the child experiences the joy of knowing his capabilities, which gives

self-confidence and encourages new research.

At school, the child will be faced with the need to comply

certain rules. Will he be able to be attentive and sit at his desk?

throughout the lesson? Will he strive on his own

do your homework when you get home? Here you will need to show

such an important quality as arbitrariness of behavior. It's in the game

the ability to act within given or developed

children's team, rules. Does the child always follow the rules?

Of course not. But he violated the first time, the second, and immediately hears from

playing partners: “We won’t play with you!” Very good for a child

it matters whether it is taken into the game. It is no coincidence that in preschool age, the words

“to be friends” and “to play” are synonymous. It is the game motive

the desire to play with peers is the basis of volitional regulation: I want

to play means I will follow the rules.

Preschoolers themselves become the creators of the rules in creative games. The children decided to play “school,” and roles are being distributed. One of the girls really wants to be a teacher, but the playing partners rightly remark: “You, Sveta, have never studied at our school, but all the teachers studied at school.” This is how the rule of the game, mandatory for everyone, was born. In a gaming situation, rules (norms) easily become internal, determining behavior and the nature of interactions with peers. In addition, when playing “school”, it is worth noting that it is those children who are happy to play the role of students who have formed a motivational readiness for school: I want to learn.

In the repertoire of preschool teachers there is a whole group of games with

prescriptions of actions that become a normative means

game interaction. These are didactic, outdoor games. Very

it is important to develop the process of interaction with children as creative,

change the game rules by mutual agreement. Yes, teacher

offers children various subject pictures and voices the first one

rule: “A wizard has arrived, he can enchant objects, and then

they disappear forever. But if you save them by pairing them up and finding them,

how they are similar (similarity in one of the characteristics: color, shape, property and

etc.), the wizard will not be able to do anything.” Once children cope with

the first game task, the rule changes - you need to combine three

subject by coming up with a proposal. In the outdoor game “If you like it, then

do this” - the children first repeat the movements according to the example of the teacher,

then according to verbal instructions, then they must remember and repeat all

chain of movements: “If you like it, then do everything.” This is exactly the kind of work

above the rule, supports the child’s interest in the game, develops attention and

arbitrariness of behavior.

An illustrative example is described by psychologist E.E. Kravtsova. 2 The teacher invites the boy to play the game “Danetka”, while the rule is announced: “don’t say “yes” and “no”. The following dialogue follows:

- Your name is Petya?

- No, Vanya.

- Do you go to school?

- No, to kindergarten.

………………………

- What words were not allowed to be said?

- "Yes and no".

- Did you say that?

- Don't know. No, I didn't.

Remembering the rules does not mean following them. In the presented example

the child turned the game into a communication situation in which questions

an adult needs to answer. A similar case at school. Lesson in the first

class. The teacher suggests solving the problem: “The children went to pick mushrooms.

The boys collected five mushrooms, the girls two more. How many

Did the children pick mushrooms?” Who - some of the students count, but many do not

accept an imaginary situation and translate the learning task into

communication situation: “How did their mother allow them to go into the forest on their own?”, “And we

we collected a whole bucket of mushrooms,” “I saw a fly agaric in the forest,” etc. Origins

this problem - in preschool age.

Let's go back to kindergarten. The teacher writes the letter “B” on the board,

gives the boy forfeits and changes the rule of the game: “The wizard has arrived. Behind

For every answer you give, “yes” and “no,” he will take away a forfeit from you.” And the game

went. An imaginary situation appeared (“as if a wizard...”), in

in which the child easily accepts the game task.

In a game with rules, a child can perform various game roles:

leading, equal participant, observer of the implementation of the rules,

fan, organizer, which provides ample opportunities for

accumulation of experience of interaction in various playing positions.

Every activity contributes to the emergence of personal

neoplasms as a person becomes its subject. In Game,

like in no other activity, the child is the creator of his life.

Here his “self” (his own style of implementing

activities), activity (initiative, independence, creative

Branch of MAOU Tobolovskaya secondary school S(K)OU "Karasul special (correctional) boarding school"

Topic: “Use of games in the educational process”

Educator:

Khokholkova Irina Vladimirovna

village October

2016

Plan

Maintaining………………………………………………………..……….… 3

§1. The importance of play for children……………………….……………..……… 6

§2. Types of games…………………………………………………………….….. 9

§3. Educational and training potential of the game……………………..16

§4. Game requirements……………………………………………………… 19

Conclusion……………………………………………………………………. 21

Used Books……………………………………………………. 22

Introduction

In pedagogy, as well as in many other areas of science, there is a restructuring of practice and working methods, in particular, various types of games are becoming more widespread.

What is the reason for the increased interest of teachers in the use of game methods in the learning process?

First of all, the introduction of gaming techniques into practice is directly related to a number of general sociocultural processes aimed at finding new forms of social organization and culture of relationships betweenteacher and students.

The need to increase the level of communication culture among children in the educational process is dictated by the need to increase their cognitive activity and stimulate their interest in the subjects they study.

It is no secret that in our rapidly changing age, living at an incredible pace, an important link in social development is the education system as a whole, and social education within the family circle as a stage in the education of growing members of society, at which the basic skills and abilities necessary in the future are formed. training. The growth rate of information volumes dictates the conditions for the use of teaching methods for children. And these methods are often aimed at the quantity of what is absorbed, and not at all at its quality.

This approach, naturally, does not contribute to the successful assimilation of information and increasing the level of knowledge.

On the contrary, material that is poorly mastered by children cannot provide a reliable support for the acquisition of new knowledge.

The solution to this problem lies in the use of methods of teaching children based on advanced concepts of child psychology, and here a game should come to the aid of the teacher. The game is one of the oldest, and, nevertheless, relevant methods of teaching and education.

Long before play became a subject of scientific research, it was widely used as one of the important means of raising and teaching children.

In a variety of educational systems, play has a special place. And this is determined by the fact that the game is very consonant with the nature of the child. From birth to adulthood, a child pays great attention to games. A game for a child is not just an interesting pastime, but a way of modeling the external, adult world, a way of modeling his relationships, during which the child develops a pattern of relationships with peers.

Children are happy to come up with games themselves, with the help of which the most banal, everyday things are transferred into a special interesting world of adventure.

“Play is a need of a growing child’s body. In the game, the child’s physical strength develops, a firmer hand, a more flexible body, or rather the eye, develops intelligence, resourcefulness, and initiative. In the game, children develop organizational skills, develop self-control, the ability to weigh circumstances, etc.,” wrote N.K. Krupskaya.

She also pointed out the possibility of expanding impressions, ideas in play, children’s entry into life, and the connection between games and reality, with life.

For children, play is of exceptional importance: play for them is study, play for them is work, play for them is a serious form of education.

Games that promote the development of perception, attention, memory, thinking, and the development of creative abilities are aimed at the mental development of the student as a whole.

In the game, the child makes discoveries about things that have long been known to adults. The need for play and the desire to play in children must be used and directed in order to solve certain educational problems. The game will be a means of education and learning if it is included in the holistic pedagogical process.

By directing the game, organizing the life of children in the game, the teacher influences all aspects of the development of the child’s personality: feelings, consciousness, will and behavior in general.

Naturally, the preparation and implementation of game techniques in the educational process requires great effort from the teacher. In preparation educational game The teacher faces problems not always and not so dependent on his personal qualities as a teacher, but on external restrictions. This may be a lack of playing material, a lack of extracurricular time to play games with children.

Currently, a whole direction in pedagogical science has emerged - game pedagogy, which considers play to be the leading method of raising and teaching children and therefore focuses on play (game activities, game forms, techniques).

This is the most important way to include children in work, a way to ensure an emotional response to educational influences and normal living conditions.

IN last years questions of the theory and practice of the game have been developed and are being developed by many researchers: A. P. Usova, A. I. Sorokina, L. A. Wenger. In all studies, the relationship between learning and play was established, the structure of the game process, the main forms and methods of managing didactic games were determined.

§1. The meaning of the game for children

Long before play became a subject of scientific research, it was widely used as an important means of raising children. The time when education became a special social function goes back centuries, and the use of games as a means of education goes back to the same depths of centuries.

The special place of play in various educational systems was apparently determined by the fact that play is in some way consonant with the nature of the child. The most important thing is the importance of the game for the development of the motivational-need sphere of the child. L. S. Vygotsky brought to the fore the problem of motives and needs as central to understanding the very origin of the game.

In early childhood, a child is completely absorbed in an object, in the ways of operating with it, in its functional meaning. When he masters some actions and can perform them independently, the child is separated from the adult and the child notices that he is acting like an adult. The child does not yet know either the social relations of adults, or the social functions of adults, 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 an emotional and effective orientation occurs in the relationships of adults and the meaning of their activities. Here the intellect follows the emotionally effective experiences.

The generalization and reduction of play actions is a symptom of the fact that such a highlighting of human relationships occurs, and that this highlighted meaning is emotionally experienced. Thanks to this, there first occurs a purely emotional understanding of the functions of an adult as carrying out an activity that is significant for other people and, therefore, causing a certain attitude on their part.

The significance of the game is not limited to the fact that the child develops new motives for activity and tasks associated with them. It is essential that a new psychological form of motives arises in the game.

P. Ya. Galperin identified the following stages in the formation of mental actions and concepts:

The stage of forming action on material objects or their material substitute models;

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

The stage of formation of the actual mental action.

These stages can be called the stages of functional development of mental actions.

I highly appreciate the importance of play for intellectual development, since during the course of play such combinations of material and such orientation in its properties can arise that can lead to the subsequent use of this material as tools for solving problems. Here we are talking about free experimentation with material, not bound by the solution of any specific problem, a kind of free constructive activity. The game develops more general mechanisms of intellectual activity. The game is important for the formation of a friendly team, and for the formation of independence, a positive attitude towards work, for correcting some deviations in the behavior of individual children, and for much more.

All these educational effects are based on the influence that the game has on the psychological development of the child, on the formation of his personality.

I considered the game as a means of education. The main aspects of the development of a child’s personality in this regard can be called the following:

The game develops the motivational and need sphere:

a hierarchy of motives arises, where social motives become more important for the child than personal ones (subordination of motives)

Cognitive and emotional egocentrism is overcome:

a child, taking the role of a character, a hero, takes into account the characteristics of his behavior, his position. This helps in orientation in relationships between people, promotes the development of self-awareness and self-esteem.

Random behavior develops:

By playing a role, the child strives to bring it closer to the standard. By reproducing typical situations of relationships between people in the social world, the child subordinates his own desires, impulses and acts in accordance with social models. This helps the child to comprehend and take into account the norms and rules of behavior.

Mental actions develop:

a concept plan is formed, the child’s abilities and creative potential are developed.

We are interested in play as a principle of behavior, and not as a way to have fun. In a game, as in interpersonal communication, interests are directed not at a given goal, but at the process itself.

Play is a cultural norm that allows you to be free, uninhibited, have power over reality, control yourself, overcome role dependence, and the desire to surpass yourself.

§2. Types of games.

Gaming activity is a special sphere of human activity in which a person does not pursue any other goals other than obtaining pleasure, pleasure from the manifestation of physical and spiritual forces.

Nature has created children's games for comprehensive preparation for life. Therefore, they have a genetic connection with all types of human activity and act as a specifically children's form of knowledge, work, communication, art and sports.

Hence the names of the games: educational, intellectual, construction, game - work, game - communication, musical games, artistic games, games - dramatization, active, sports...

It is customary to distinguish between two main types of games: games with fixed, open rules and games with hidden rules. An example of games of the first type is the majority of didactic, educational and outdoor games; this also includes developing intellectual, musical, fun games, and attractions.

The second type includes role-playing games. The rules in them exist implicitly. They are in the norms of behavior of reproduced heroes: the doctor does not set his own thermometer, the passenger does not fly in the cockpit.

Let's look at it in general terms characteristics types of games according to O.S. classification Gozman.

Outdoor games – the most important means of physical education for children at any age. They always require active motor actions from the players, aimed at achieving a conditional goal specified in the rules.

Experts note that the main features of schoolchildren’s outdoor games are their competitive, creative, collective nature. They demonstrate the ability to act for the team in constantly changing conditions.

The importance of outdoor games in moral education is great.

They develop a sense of comradely solidarity, mutual assistance, and responsibility for each other’s actions.

Role-playing games (sometimes called plot ones) occupy a special place in the moral education of a child. They are predominantly collective in nature, because they reflect the essence of relations in society.

They are divided into role-playing games, dramatization games, and director's games. The plot may include theatrical children's parties, carnivals, construction games and games with elements of labor.

In these games, based on life or artistic impressions, they are freely and independently reproduced social relations and material objects, or fantastic situations are played out that have no analogue in life yet..

The main components of a role-playing game are theme, content, imaginary situation, plot and role.

Currently, computer games are more actively used in teaching.

Computer games – have an advantage over other forms of games: they clearly demonstrate role-playing ways of solving game problems, for example, they dynamically represent the results of joint actions and communication of characters, their emotional reactions to success and failure, which is elusive in life.

An example of such games could be folk tales and works of folklore. In them, children gain experience of moral behavior in a wide variety of living conditions. Such games help to avoid cliches and standards in assessing the behavior of different characters in different situations.

Children practically learn means of communication, ways of communicating and expressing emotions.

All computer programs for children should be positively morally oriented, contain elements of novelty, but in no case should they be aggressive or cruel.

Let us take a closer look at the so-called didactic or educational games.

Didactic games – differ in educational content, cognitive activity of children, game actions and rules, organization and relationships of children, and the role of the teacher.

The listed signs are inherent in all games, but in some, some are more pronounced, in others, others.

More than 500 didactic games are listed in various collections, but there is no clear classification of games by type.

Games are often related to the content of training and education.

The following types of games can be represented in this classification:

sensory education games,

word games,

games to get to know nature,

on the formation of mathematical concepts, etc.

Sometimes games are related to the material:

games with educational toys,

printed board games,

word games,

pseudo story games.

This grouping of games emphasizes their focus on learning and cognitive activity of children, but does not sufficiently reveal the basics of didactic games - the characteristics of children’s play activities, game tasks, game actions and rules, the organization of children’s lives, and the teacher’s guidance.

Conventionally, we can distinguish several types of didactic games, grouped according to the type of activity of students:

games - travel,

games - errands,

guessing games

riddle games,

games - conversations (dialogues).

Games - travel - have similarities with a fairy tale, its development, miracles. The game reflects the journey real facts or events, but reveals the ordinary through the ordinary, the simple through the mysterious, the difficult through the surmountable, the necessary through the interesting. All this happens in the game, in game actions, becomes close to the child, makes him happy.

The purpose of the game - travel - is to enhance the impression, to give the cognitive content a little - a little fabulous unusualness, to draw children's attention to what is nearby, but is not noticed by them. Travel games sharpen attention, observation, understanding of game tasks, make it easier to overcome difficulties and achieve success.

Travel games are always somewhat romantic. This is what arouses interest and active participation in the development of the game’s plot, enrichment of game actions, the desire to master the rules of the game and get a result: solve a problem, find out something, learn something.

The role of the teacher in the game is complex, it requires knowledge, readiness to answer children’s questions while playing with them, and to conduct the learning process unnoticed.

A game - a journey - is a game of action, thoughts, feelings of a child, a form of satisfying his needs for knowledge.

The name of the game and the formulation of the game task should contain “calling words” that arouse children’s interest and active play activity. In a travel game, many ways of revealing cognitive content are used in combination with gaming activities: setting tasks, explaining how to solve them, sometimes developing travel routes, solving problems step by step, the joy of solving them, meaningful rest. The travel game sometimes includes a song, riddles, gifts and much more.

Travel games are sometimes incorrectly identified with excursions. Their significant difference is that an excursion is a form of direct instruction and a type of lesson.

The purpose of an excursion is most often to get acquainted with something that requires direct observation and comparison with what is already known.

Sometimes the game-travel is identified with a walk. But a walk most often has health-improving purposes.

Cognitive content may also be present during a walk, but it is not the main one, but an accompanying one.

Games - assignments - have the same structural elements as travel games, but they are simpler in content and shorter in duration.

They are based on actions with objects, toys, and verbal instructions. The game task and game actions in them are based on a proposal to do something: “Help Pinocchio”, “Check Dunno’s homework”.

Guessing games - "What would be…?" or “What would I do…”, “Who would I like to be and why?”, “Who would I choose as a friend?” etc. Sometimes a picture can serve as the beginning of such a game.

The didactic content of the game lies in the fact that children are given a task and a situation is created that requires comprehension of the subsequent action.

The game task is inherent in the title itself: “What would happen...?”, “What would I do...”.

Play actions are determined by the task and require children to perform expedient intended actions in accordance with the set conditions or created circumstances. Children make assumptions that are ascertaining or, in general, evidence-based. These games require the ability to correlate knowledge with circumstances and establish causal relationships.

They also contain a competitive element: “Who can figure it out faster?”

Games are riddles. The emergence of mysteries goes back to the distant past. Riddles were created by the people themselves, included in rites, rituals, and included in holidays. They were used to test knowledge and resourcefulness.

This is the obvious pedagogical focus and popularity of riddles as smart entertainment.

Currently, riddles, making and guessing, are considered as a type of educational game. The main feature of a riddle is an intricate description that needs to be deciphered (guessed and proven). The description is concise and often takes the form of a question or ends with one. The main feature of the riddles is the logical task. The methods for constructing logical tasks are different, but they all activate the child’s mental activity.

Children like games - riddles. The need to compare, remember, think, guess - brings the joy of mental work. Solving riddles develops the ability to analyze, generalize, and develops the ability to reason, draw conclusions, and draw conclusions.

Games - conversations (dialogues) The game-conversation is based on communication between the teacher and the children, the children with the teacher, and the children with each other. This communication has a special character of play-based learning and play activities for children.

In a game-conversation, the teacher often comes not from himself, but from a character close to the children, and thereby not only preserves gaming communication, but also increases his joy, the desire to repeat the game. However, the game-conversation is fraught with the danger of strengthening direct teaching techniques.

The educational and educational value lies in the content of the plot - the theme of the game, in arousing interest in certain aspects of the object of study reflected in the game.

The cognitive content of the game does not lie “on the surface”: it needs to be found, obtained - a discovery must be made and, as a result, something must be learned.

The value of the game-conversation lies in the fact that it makes demands on the activation of emotional and mental processes: the unity of words, actions, thoughts and imagination of children.

Game-conversation develops the ability to listen and hear the teacher’s questions, children’s questions and answers, the ability to focus attention on the content of the conversation, complement what was said, and express a judgment. All this characterizes the active search for a solution to the problem posed by the game. Of considerable importance is the ability to participate in a conversation, which characterizes the level of good manners.

The main means of game-conversation is the word, a verbal image, an introductory story about something. The result of the game is the pleasure received by the children.

The listed types of games, of course, do not exhaust the entire range of possible gaming techniques. However, in practice, these games are most often used, either in a “pure” form or in combination with other types of games: action games, plot-based role-playing games and others.

The game is a complex phenomenon, but it clearly reveals a structure, i.e. the main elements that characterize the game as a form of learning and gaming activity at the same time. One of the main elements of the game is a didactic task, which is determined by the purpose of the teaching and educational impact.

The presence of a didactic task or several tasks emphasizes the educational nature of the game, the focus of the educational content on the processes of cognitive activity of children. The didactic task is determined by the teacher and reflects his teaching activities.

Structural element A game is a game task carried out by children in play activities. Two tasks – didactic and game – reflect the relationship between learning and play. In contrast to the direct setting of a didactic task in the classroom, in a didactic game it is carried out through a game task, determines game actions, becomes the task of the child himself, arouses the desire and need to solve it, and activates game actions.

One of the components of the game is the rules of the game. Their content and focus are determined by the general tasks of forming the personality of the child and the group of children, cognitive content, game tasks and game actions in their development and enrichment.

In a didactic game, the rules are given. Using rules, the teacher controls the game, the processes of cognitive activity, and the behavior of children.

The rules of the game are educational, organizational, formative in nature, and most often they are combined in various ways. Teaching rules help to reveal to children what and how to do; they correlate with game actions and reveal the way they act.

Rules organize the cognitive activity of children: consider something, think, compare, find a way to solve the problem posed by the game.

Organizing rules determine the order, sequence of play actions and relationships between children. Game relationships and real relationships between children are formed in the game. Relationships in the game are determined by role relationships.

The rules of the game should be aimed at nurturing positive gaming relationships and real ones in their interrelation.

Compliance with the rules during the game necessitates the manifestation of effort, mastering the methods of communication in the game and outside the game and the formation of not only knowledge, but also a variety of feelings, the accumulation of good emotions and the assimilation of traditions.

§3. Educational and training potential of the game

Despite the differences, all types of children's games from a pedagogical point of view have much in common. Their educational potential always depends

firstly, from the content of cognitive and moral information contained in the themes of the games;

secondly, on what heroes children imitate;

thirdly, it is ensured by the very process of the game as an activity that requires achieving the goal of independently finding funds, coordinating actions with partners, self-restraint in the name of achieving success and, of course, establishing friendly relations.

Games thus provide children with the very important skill of working together. The distinctive features of gaming activity are usually seen in its voluntariness, high activity and contact dependence of the participants.

But we must not forget something else... play is perhaps the only type of activity aimed at developing not individual abilities (for art or technology), but the ability to create in general.

IN intellectual games creative task - quickly make a decision in a non-standard situation. In role-playing games, construction games, dramatization games, the task is different, but no less creative - imagine, invent, depict. And at the same time, in all group games there is a single task - to find a way to cooperate, interact towards a common goal, act within the framework of established norms and rules.

It is easy to see how important these qualities are - organization, self-discipline, creative initiative, readiness to act in a complex, changing situation, etc. - for the person of today and especially tomorrow.

It is important for an educator who uses gaming activity as a pedagogical tool to understand the hidden mechanisms through which its influence on the development of the student’s personality occurs. One approach to uncovering such a mechanism is as follows...

Let's imagine that during the game, children have three types of goals.

The first goal is the most general - enjoyment, pleasure from the game. It could be expressed in two words: “I want to play!” This goal is an attitude that determines readiness for any actions related to this game.

The second goal is the actual game task, i.e. a task associated with following the rules, playing out a plot, a role. The peculiarity of the game task is that it is predetermined: by agreeing to play, everyone automatically accepts the game task, which exists in the form of rules, and is guided by it in their actions. But if the first goal is “I want!”, then the second goal—the game task—exists in the form of “I must!”. “We must play this way and not otherwise” (a peculiar form of conscious necessity)

The third goal is directly related to the process of completing the game task, and therefore always poses a creative task for the individual.

Having joined the game, the child must answer one of the questions, complete a number of tasks that form the core of this or that game: “guess”, “find”, “hide”, “reincarnate”, etc. To cope with these tasks, it is necessary to mobilize a maximum of spiritual and physical (or both) strength: to show ingenuity, intelligence, the ability to navigate the situation, and in many games to act in a way that others would not think of doing. Here you need to not only repeat an already known solution, but choose the most successful one from the many possible options or create a new combination from the already known ones. Such actions, although on a micro scale, represent, in essence, creativity. They are accompanied by a high emotional uplift, stable cognitive interest, and therefore are the most powerful stimulator of personality activity.

It is in the creative essence of the game action that the internal spring lies, one might say, the soul of the game. A game is a game as long as it gives the actors a wide range of behaviors, as long as their actions cannot be foreseen in advance.

Participants in the game and spectators are in a state of game tension only because no one knows how the players perform their task. This is where the mystery and romance of the game originate, which attract both children and adults.

No matter how many times the game is repeated, for all those playing it is as if it were their first time, since it presents completely new obstacles. Overcoming them is perceived as personal success, victory, and even as some kind of discovery: discovery of oneself, one’s capabilities. That is why the game is always accompanied by anticipation and the experience of joy: “I can!”

In the three-stage motivation of the game - “I want!” - "necessary!" - "Can!" - obviously, this is the main mechanism of its influence on the individual, the secret of self-education.

From here it is easy to derive the corresponding directions for pedagogical guidance of gaming activities:

Involve children in the game, use special techniques that stimulate the desire to play (“I want to play!”);

Help to act according to the rules and solve game problems (“this is how it should be!”);

Developing a child’s creative potential through play will help to develop adequate self-esteem and a feeling of “I can do it!”

§4. Game requirements.

Thus, we see that the basis of any gaming methodology conducted in classes and extracurricular activities should be the following principles:

Relevance of methodological material (variety of tasks: interesting dictation texts, current formulations of mathematical problems, visual aids, etc.) actually helps children perceive tasks as a game, feel interested in getting the right result, and strive for the best possible solution. This principle is most clearly noticeable when using game material in such forms of repetition of the material covered as dictation, presentation, test, control reading, etc.

Collectivity allows you to unite the children's team into a single group, into a single organism capable of solving problems of a higher level than those available to one child, and often more complex.

Competitiveness creates in a student or group of students the desire to complete a task faster and better than the competitor, which allows reducing the time to complete the task on the one hand, and achieving a truly acceptable result on the other. Almost any team game can serve as a classic example of the above principles: “What? Where? When?" (one half asks questions - the other answers them), “Brain - Ring” (questions are asked by the teacher), “Clever Men and Clever Girls”, etc.

Based on these principles, we can formulate requirements for games played in classes:

Didactic games should be based on games familiar to children. For this purpose, it is important to observe children, identify their favorite games, analyze which games children like more and which ones less.

Every game should contain an element of novelty.

You cannot force a game on children that seems useful; the game is voluntary. Children should be able to refuse a game if they do not like it and choose another game.

The game is not a lesson. This does not mean that you should not play in class. A gaming technique that involves children in a new topic, an element of competition, a riddle, a journey into a fairy tale and much more is not only the methodological wealth of the teacher, but also the overall work of children in the classroom, rich in impressions.

The emotional state of the teacher must correspond to the activity in which he participates. Unlike all other methodological means, the game requires a special state from the one who conducts it. It is necessary not only to be able to play the game, but also to play with the children.

The game is a diagnostic tool. The child reveals himself in the game in all his best and not best qualities.

Under no circumstances should disciplinary measures be taken against children who violate the rules of the game or the game atmosphere. This can only be a reason for a friendly conversation, an explanation, and even better, when, having gathered together, the children analyze, figure out who showed themselves in the game and how the conflict should have been avoided.

Conclusion

So, in conclusion, I can say that play is a vital and necessary element in the development of both the individual and society as a whole.

By the complexity of the nature of the games, one can judge the life, rights and skills of a given society.

The game provides the child with the opportunity to imagine himself in the role of an adult, copy the actions he has seen, and thereby acquire certain skills that may be useful to him in the future.

Children analyze certain situations in games, draw conclusions, predetermining their actions in similar situations in the future.

In the child’s imagination, a stick easily turns into a horse, a chair into a car, thus the game develops the child’s abstract thinking. Another important factor is their development. Moreover, a game for a child is a huge world, and a truly personal, sovereign world, where a child can do whatever he wants. Everything that is forbidden to him by adults.

Used Books:

Anikeeva N.P. “Education through play”, Moscow, 1987.

Anikeeva N.P. “Game in the pedagogical process”, Novosibirsk, 1889.

Anikeeva N.P. “Pedagogy and psychology of play”, Moscow, 1986.

Gozman O.S. “Social aspects of development // Soviet pedagogy”, 1988. No. 5

Dobrynskaya E.I. “Free time and personality development”, Leningrad, 1983.

Elkonin D.B. "Psychological games", Moscow, 1978.