Sociology, social work and statistics

A game is a set of some norms and rules of the necessary props and accessories that are needed to organize gaming activities. There are general requirements for games performed at certain stages of their organization and providence. Voluntary and free should be a game for players.

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

A game is a set of some norms and rules, the necessary props and accessories that are needed to organize gaming activities. There are general requirements for games that are carried out at certain stages of their organization and providence.

Game activity is an emotional intellectual and physical effort aimed at achieving a game task. The phenomenon of gaming activity is manifested in the fact that pleasure is not a result, but a process.

Signs of gaming activity: 1. Voluntary and free should be a game for players. 2. Game activities goes by the rules. 3. Games. activity Must be accompanied by tension (the more tension, the more recreational forces it carries in itself)

Assignments must be appropriate.

The concept of the game has always had a difficult fate in the humanities - philosophy, sociology, cultural studies, psychology.

First of all, the game, since we are talking about the games of a person and a child, is a meaningful activity, that is, a set of meaningful actions united by the unity of a motive. E.A. Arkin, L.S. Vygotsky, A.N. Leontiev, D.B. Elkonin developed an approach to the game as a phenomenon of a socio-historical nature. In particular, children's games are considered by them as a form of inclusion of a child in the world of human relations, as a desire for harmonious coexistence with the world of adults, as the formation of a child's arbitrary behavior, his socialization.

There are a number of types of gaming activities:

a) sports, contributing to the development of physical and intellectual powers of a person;

b) role-playing, reproducing the actions of other people, animals, etc.; c) artistic, nature, mood, etc.;

d) didactic, formative skills;

e) business, recreating the subject and social content

professional activity, modeling the system of relations characteristic of a certain type of activity;

e) the military, predicting the course of the battle.

All the designated types of play activities throughout the history of pedagogy are productively used in the upbringing of the younger generation, which allows children to relatively easily and naturally get to know themselves and the world around them, organically enter into it.

The game-journey arouses interest in obtaining new information, broadens the horizons of the players.

A quiz game (mystery game, rebus game, etc.), which has many modifications with its possible use as a specially prepared multi-stage game and as an impromptu game.

A dramatization game can organically fit into a wide variety of leisure activities, making them more creative, awakening the initiative of children. So, when working on a production of a Cossack dance, participants in an amateur association can be asked to "revive" some picture in a choreographic miniature. And so the children create, argue, and, as a result, the choreographic picture "Zaporozhian Sich", which is nothing more than a staging of I.E. Repin's painting "The Cossacks write a letter to the Turkish Sultan."

An improvisation game should accompany every children's event, because it takes children out of a state of enslavement, develops imagination, and leads to witty and original finds.

The game can be used as a pedagogical technique for the development or development of certain qualities, skills and abilities.

One of the central tasks of gaming activity is the formation in children of a focus on the assimilation and observance of moral universal values. According to D. B. Elkonin, the game can become a source of development of a child’s morality, moreover, a school of morality, and not morality in imagination, but morality in action.

Game activity, carried out in the process of group interaction, is the most important social task of forming a focus on others.

The game concentrates experience and forms a culture of interpersonal relationships. In the game, the child learns to live, focusing on others, trying to comply with social norms, learns to follow the rules, the ability to objectively evaluate the actions of his peers. The very structure of the game, its order and rules are a source of positive emotional experiences that give rise to mutual assistance, feelings of friendship, camaraderie, cooperation, and success in achieving a common cause. The game gives children the opportunity to feel like adults, penetrate the "big world", learn how to make decisions in difficult situations that they have not yet encountered in real life, and build "role-playing" relationships with peers. This is exciting for children and it is necessary for their future life in society.

Many scientists have tried to define the concept of a game. The old definition of play, as any child's activity not pursuing results, considers all these types of children's activities to be equivalent to each other. Whether the child opens the door, or plays horses, from the point of view of an adult, he does both for pleasure, for play, not seriously, not in order to get something. All this is called a game.

K. Gross was the first author who tried to clarify the question of the definition of the game. He tried to classify children's games and find a new approach to them. He showed that experimental games have a different relation to the child's thinking and to his future expedient non-play actions than symbolic games, when the child imagines that he is a horse, a hunter, and so on. One of Gross's students, A. Weiss, tried to show that various types of play activities are extremely far from each other, or, as he put it, have little in common psychologically. He had a question: is it possible to call all the different types of such activities with one word "play" (L.S. Vygotsky "Early Childhood")?

P.P. Blonsky believes that play is only a general name for the most varied activities of the child. Blonsky probably takes this assertion to the extreme. He is inclined to think that "play in general" does not exist, there is no type of activity that would fit under this concept, because the very concept of play is the concept of adults, but for a child everything is serious. And this concept must be banished from psychology. Blonsky describes the next episode. When one of the psychologists had to be instructed to write an article "Game" in the encyclopedia, he declared that "game" is a word behind which nothing is hidden and which should be expelled from psychology.

It seems a fruitful thought, D.B. Elkonin regarding the division of the concept of "game". The game must be considered as a completely unique activity, and not as a collective concept that unites all types of children's activities, in particular, and those that Gross called experimental games. For example, a child closes and opens the lid, doing this many times in a row, knocking, dragging things from place to place. All this is not a game in the proper sense of the word. One can talk about whether these types of activity are not in the same relation to each other as babble is in relation to speech, but, in any case, this is not a game.

Very fruitful and appropriate to the essence of the matter is the positive definition of play that comes to the fore with this idea, namely that play is a kind of attitude to reality, which is characterized by the creation of imaginary situations or the transfer of the properties of some objects to others. This makes it possible to correctly resolve the issue of play in early childhood. There is not that complete absence of play which, from this point of view, characterizes infancy. We meet with games in early childhood. Everyone will agree that a child of this age feeds, nurses a doll, can drink from an empty cup, and so on. However, it would be dangerous not to see an essential difference between this "play" and play in the proper sense of the word at preschool age - with the creation of imaginary situations. Research shows that games with meaning transfer, with imaginary situations, appear in their infancy only towards the end of early childhood. Only in the third year do games appear that involve introducing elements of the imagination into the situation.

The game, along with work and learning, is one of the main types of human activity, an amazing phenomenon of our existence.

By definition, a game is a type of activity in situations aimed at recreating and assimilating social experience, in which self-management of behavior is formed and improved.

In human practice, gaming activity performs the following functions:

• - entertaining (this is the main function of the game - to entertain, give pleasure, inspire, arouse interest);
• - communicative: mastering the dialectics of communication;
• - self-realization in the game as a testing ground for human practice;
• - game therapy: overcoming various difficulties that arise in other types of life;
• - diagnostic: identification of deviations from normative behavior, self-knowledge during the game;
• - correction function: making positive changes in the structure of personal indicators;
• - interethnic communication: the assimilation of social and cultural values ​​that are common to all people;
• - socialization: inclusion in the system of social relations, the assimilation of the norms of human society.

Most games have four main features (according to S.A. Shmakov):

• * free developmental activity, undertaken only at the request of the child, for the sake of pleasure from the process of activity itself, and not just from the result (procedural pleasure);
• * creative, largely improvisational, very active nature of this activity ("field of creativity"); R.G. Khazankina, K.V. Mahova and others.
• * emotional elation of activity, rivalry, competitiveness, competition, attraction, etc. (sensual nature of the game, "emotional tension");
• * the presence of direct or indirect rules that reflect the content of the game, the logical and temporal sequence of its development.

The structure of the game as an activity organically includes goal setting, planning, goal realization, as well as analysis of the results in which the person fully realizes himself as a subject. Motivation of gaming activity is provided by its voluntariness, opportunities for choice and elements of competition, satisfaction of the need for self-affirmation, self-realization.

The structure of the game as a process includes:

• a) the roles assumed by the players;
• b) game actions as a means of realizing these roles;
• c) game use of objects, i.e. replacement of real things with game, conditional ones;
• d) real relations between the players;
• e) plot (content) - an area of ​​reality conditionally reproduced in the game.

In a modern school that relies on the activation and intensification of the educational process, gaming activities are used in the following cases:

• - as independent technologies for mastering a concept, topic, and even a section of a subject;
• - as elements (sometimes very significant) of a more extensive technology;
• - as a lesson (class) or part of it (introduction, explanation, consolidation, exercise, control);
• - as technologies for extracurricular activities (games like "Zarnitsa", "Eaglet", KTD, etc.).

The concept of "game pedagogical technologies" includes a rather extensive group of methods and techniques for organizing the pedagogical process in the form of various pedagogical games.

Unlike games in general, a pedagogical game has an essential feature - a clearly defined goal of learning and a pedagogical result corresponding to it, which can be substantiated, explicitly identified and characterized by an educational and cognitive orientation.

When accepting children into a group, it is necessary to immediately consider the organization of a subject-developing environment so that the period of adaptation to kindergarten passes most painlessly. After all, newly enrolled children do not yet have the experience of communicating with their peers, they do not know how to play “together”, share toys.

Children must be taught to play. And, as you know, the game- this is a specific, objectively developing ability, activity that is used by adults in order to educate preschoolers, teaching them various actions, methods and means of communication.

In the course of work, problems will inevitably arise:

Children play by themselves;

They do not want and do not know how to share toys;

They do not know how to beat the toy they like;

Children do not have mutual understanding among themselves in the game.

The reason for this is that at home the child is isolated from peers. He is used to the fact that all the toys belong to him alone, everything is allowed to him, no one at home takes anything away from him. And, having come to a kindergarten, where there are many children who also want to play with the same toy as his, conflicts with peers, whims, unwillingness to go to kindergarten begin.

For a painless transition from home to kindergarten, to organize a calm, friendly atmosphere in the children's team, it is necessary to help children unite, using the game as a form of organizing children's life, as well as develop children's independence in choosing a game, in the implementation of the plan.

A lot has been said and written about the fact that the game is necessary for the full development of the child. Children must play. The game captivates kids, makes their life more diverse, richer.

All aspects of the child's personality are formed in the game. Especially in those games that are created by the children themselves - creative or role-playing. Children reproduce in roles everything that they see around them in the life and activities of adults.

Participation in games makes it easier for children to get closer to each other, helps to find a common language, facilitates learning in kindergarten classes and prepares for the mental work necessary for learning at school.

It has long been known that at preschool age the assimilation of new knowledge in the game is much more successful than in the classroom. The child, attracted by the game idea, does not seem to notice that he is learning.

It must be remembered that the game always has two aspects - educational and cognitive. In both cases, the goal of the game is formed not as the transfer of specific knowledge, skills and abilities, but as the development of certain mental processes or abilities of the child.

In order for the game to really captivate the children, to personally affect each of them, the educator, teacher must become its direct participant. By his actions, emotional communication with children, the educator involves the kids in joint activities, makes it important and meaningful for them, becomes the center of attraction in the game, which is especially important at the first stages of acquaintance with a new game.

All games are designed to help children:

They evoke the joy of communication;

They teach with a gesture, with a word to express their attitude to toys, people;

Encourage them to act independently;

They notice and support the initiative actions of other children.

In the game, the child develops those aspects of the psyche, which determine how much later he will succeed in school, work, how his relationships with other people will develop.

The game is a fairly effective means of developing such qualities as organization, self-control, attention. Its obligatory for all rules regulate the behavior of children, limit their impulsiveness.

The role of the game, unfortunately, is underestimated by some parents. They think that games take a lot of time. It is better to let the child sit at the TV screen, computer, listen to recorded fairy tales. Especially in the game, he can break something, tear, stain, then clean up after him. The game is empty.

And for a child, play is a way of self-realization. In the game, he can become what he dreams of being in real life: a doctor, a driver, a pilot, etc. In the game, he acquires new and clarifies the knowledge he already has, activates the vocabulary, develops curiosity, inquisitiveness, as well as moral qualities: will, courage, endurance, the ability to yield. The game brings up the attitude towards people, towards life. The positive mood of the games helps to keep a cheerful mood.

Play in a child usually arises on the basis of and under the influence of the impressions received. Games do not always have a positive content, often children reflect negative ideas about life in the game. This is a plot-display game, where the child reflects familiar plots and conveys semantic connections between objects. At such moments, the teacher needs to intervene in the game unobtrusively, encourage him to act according to a certain plot, play with the child with his toy, reproducing a series of actions.

The game gives the child a lot of positive emotions, he loves when adults play with him.

Didactic game as a means of teaching preschool children

A large place in working with preschool children is given to didactic games. They are used in the classroom and in independent activities of children. Didactic game can serve as an integral part of the lesson. It helps to assimilate, consolidate knowledge, master the methods of cognitive activity.

The use of didactic games increases children's interest in classes, develops concentration, and provides better assimilation of program material. Here, cognitive tasks are associated with gaming, which means that this type of activity can be called game-occupation.

In games-classes, the educator thinks over the content of the game, the methodological methods of their implementation, communicates the knowledge available to the age of the children, forms the necessary skills. Assimilation of the material occurs imperceptibly for children, without requiring much effort.

The developing effect of the game lies in itself. The game does not require special training. The ways of playing activity are conditional and symbolic, its result is imaginary and does not need to be evaluated.

Didactic materials can be divided into two groups. The first includes materials that open up opportunities for children to show independence when using them. These are various designers and constructive materials; plot-figurative and plot-didactic toys; natural material; semi-finished products (rags of fabric, leather, fur, plastic). These materials allow children to experiment freely, using them extensively in games. At the same time, the child is free to choose the methods of transformation and receives satisfaction from any result.

The second group included didactic materials specially created for the development of certain abilities and skills. They contain in advance the result that the child should receive when mastering a certain method of action. These are multi-colored rings of different sizes, insert toys, cubes, mosaics. The freedom of activity with these didactic materials is limited by certain methods of action inherent in them, which the child must master with the help of an adult.

In the process of games with didactic material, the tasks of acquainting children with shape, color, and size are solved. The intellectual development of children is carried out - the ability to find common and different things in the subject, to group and systematize them according to the selected properties. Children learn to reconstruct the whole from its part, as well as the missing part, broken order, etc.

The general principle of activity laid down in didactic games opens up wide opportunities for solving didactic tasks of different levels of complexity: from the simplest (assembling a pyramid with three one-color rings, putting together a picture in two parts) to the most complex (assembling the Kremlin tower, a flowering tree from mosaic elements ).

In the educational game, the child acts in a certain way; there is always an element of hidden coercion in it. Therefore, it is important that the conditions created for the game provide the child with the opportunity to choose. Then didactic games will contribute to the cognitive development of each child.

Games-classes with didactic material are conducted with children individually or in subgroups. Training is based on the dialogue: “What color is the ball? What is this ball? Blue, huh? It is advisable to attract the attention of kids by introducing some new interesting toy into the group. Children will immediately gather around the teacher, asking questions: “What is this? What for? What are we going to do?" They will ask to show how to play with this toy, they will want to figure it out on their own.

The role of the educator in the organization of the role-playing game of preschool children.

The skill of the educator is most clearly manifested in the organization of independent activities of children. How to direct each child to a useful and interesting game without suppressing his activity and initiative? How to alternate games and distribute children in a group room, on the site, so that it is convenient for them to play without interfering with each other? How to eliminate the misunderstandings and conflicts that arise between them? The ability to quickly resolve these issues depends on the comprehensive upbringing of children, the creative development of each child.

The main activity of preschool children is a role-playing game, which has a detailed character, where several tasks are connected by a single meaning. In role-playing games, the educator, in a joint activity with the children, teaches the children to play actions: how to feed a doll or a bear, shake them, put them to bed, etc. If the child finds it difficult to reproduce the game action, the teacher uses the method of joint play.

For games, simple plots are selected with 1-2 characters and elementary actions: the driver loads the car with cubes and drives it; Mom rolls her daughter in a stroller, feeds her, puts her to bed. Gradually, the first game ideas appear: "Let's go to the store, buy something tasty, and then there will be a holiday." The educator solves game tasks together with all the participants in the game (build a house, play family).

Through the game, children's interest in various professions is consolidated and deepened, respect for work is brought up.

Young children begin to play without thinking about the purpose of the game and its content. Very helpful here dramatization games. They contribute to the expansion of children's ideas, enrich the content of the child's independent play.

Children willingly accept substitute items for play. Game items imitate real ones. This helps to understand the meaning of the game situation, inclusion in it.

The teacher emphasizes the imaginary game situation by introducing imaginary elements into the game in his speech: he feeds porridge, which is not; washes with water that does not flow from a toy faucet; ascribes emotional states to the doll (wants to eat, laughs, cries, etc.). When substitute objects are introduced into the game, the educator not only performs game actions, but also verbally comments on the conditional object (“This is our soap” - a cube; “It’s like a spoon” - a wand, etc.).

In further joint games with children, the teacher expands the range of actions with substitute objects. For example, in one game situation, a stick is a spoon, in another - the same stick - a thermometer, in a third - a comb, etc.

A substitute object is always combined with a plot toy (if bread is a brick, then the plate on which it lies is “like a real one”; if soap is a cube, then a toy bowl is always present, etc.).

Gradually, children begin to take on a playing role and designate it for a partner, begin to deploy role-playing interaction - a role-playing dialogue (doctor - patient, driver - passenger, seller - buyer, etc.).

In the group, it is necessary to preserve the object-play environment, organize it specially, select the same toys that were used in the joint game. If you played "bathing the doll", then you need to put 1-2 basins in the play corner, if you "feed the doll" - then we put the dishes so that the children see it and can use it in the game on their own.

Gradually, along with substitute objects, imaginary objects are also introduced into the game (combing with a comb, which is not there; treating with candy, which is not there; cutting a watermelon, which is not there, etc.).

If the child introduces all this into the game situation on his own, then he has already mastered the elementary game skills of the plot game.

Playing with dolls is the main game of a preschool child. The doll acts as a substitute for an ideal friend who understands everything and does not remember evil. The doll is both an object for communication and a partner in the game. She is not offended, does not stop playing.

Games with dolls allow children to comprehend the rules of behavior, develop speech, thinking, imagination, creativity. In these games, children show independence, initiative and invention. Playing with a doll, the child develops, learns to deal with other people, to live in a team.

Playing with dolls in daughter-mothers has existed at all times. This is natural: the family gives the child the first impressions of the surrounding life. Parents are the closest, beloved people whom, first of all, I want to imitate. Dolls attract mainly girls, because mothers and grandmothers take care of children more. These games help to educate children in respect for parents, for elders, the desire to take care of babies.

A huge role in the development and upbringing of the child belongs to the game - the most important type of children's activity. It is an effective means of shaping the personality of a preschooler, his moral and volitional qualities; the need to influence the world is realized in the game. The Soviet teacher V.A. Sukhomlinsky emphasized that “play is a huge bright window through which a life-giving stream of ideas and concepts about the world around flows into the child’s spiritual world. The game is a spark that ignites the flame of inquisitiveness and curiosity.

Literature:

1. Raising children in the game: A guide for the teacher of children. garden / Comp. A.K. Bondarenko, A.I. Matusik. - 2nd ed., revised. and additional – M.: Enlightenment, 1983.

2. Together with the family: a guide to the interaction of doshk. educate. institutions and parents / T.N.Doronova, G.V.Glushkova, T.I.Grizik and others - 2nd ed. – M.: Enlightenment, 2006.

3. "Preschool education". – 2005

4. "Preschool education". – 2009

5. L.N. Galiguzova, T.N. Doronova, L.G. Golubeva, T.I. Grizik et al. – M.: Prosveshchenie, 2007.

6. L.S. Vygotsky Game and its role in the psychological development of the child // Issues of Psychology: - 1966. - No. 6

7. OA Stepanova Development of the child's play activity: a review of preschool education programs. - M .: TC Sphere, 2009.

8. Growing Up Playing: Wednesday. and Art. doshk. age: A guide for educators and parents / V.A. Nekrasova. - 3rd ed. - M .: Education, 2004.

Material overview

Play and example are the oldest means of passing on experience from generation to generation. The game began to function in this capacity long before the advent of schools. The human game was formed as a natural means of transferring experience and development. According to D.I. Uznadze, “serious activity relies on the forces developed in the conditions of the game.”

Ya.A. Komensky included the game in the routine of his pansophic school, called in the "Great Didactics" to lead schoolchildren to the heights of science without shouting, beatings and boredom, but as if playing and joking.

The artificial displacement of the game from the school can be traced back to the era of Comenius (game entertaining problem books by Leonardo Fibonacci - 1228, Bache de Mezirac 1312), being a consequence of the academic tendency towards a systematic presentation, "concern" for decency, etc. The consequences of this separation of the game from the school have not yet been fully overcome. In pedagogical practice, attempts were made to change the situation. So German. the teacher Froebel widely disseminated his idea of ​​a school of play, but the idea was discredited by the fact that the game was combined with the direct authority of the leader (teacher), i.e. turning the game into manipulation according to the model.

The modern surge of interest in the game is still associated with those natural possibilities that are contained in the game and which have repeatedly manifested themselves in the results of advanced pedagogical practice (M. Montessori, G. Dupuy, R. Prudhomme, S. A. Amonashvili, etc.)

In the process of pedagogical organization of the game activity of students, many difficulties arise. The teacher needs to determine such parameters of the game as rules, roles, the logic of the development of the plot, time frames, material resources - these and other tasks relate to the field of methodological support for the child's game activity. The method of organizing any pedagogical phenomenon is connected with the determination of specific and effective ways of pedagogical interaction... But is it possible to reduce a child's play to clear and unambiguous parameters?

The concept of the game

An analysis of the literature indicates the absence of a clear definition of the game as a scientific phenomenon. The game as a multidimensional and complex phenomenon is considered in the studies of psychologists, educators, biologists, ethnographers, anthropologists and even economists. In the course of analyzing numerous studies, it is not difficult to identify a certain contradiction, which is due to the very nature of the game phenomenon.

On the one hand, the word game itself is so universally recognized that its use, whether in everyday speech, in literary works or scientific works, is not accompanied by a definition. The concept of the game in general is expressed in the polyphony of folk ideas about a joke, laughter, joy, fun, children's fun.

On the other hand, the game of a person is many-sided and ambiguous. Its history is the history of the transformation of trifle, fun into tools, first of all culture and, further, into a philosophical category. high degree abstractions of ontological and epistemological significance, similar to such categories as truth, beauty, goodness, into the category of worldview and attitude, into the universe of culture.

Thus, the nature of the game is sacred and hides the origins of not only children's, sports, commercial games, but also such areas of intuitive artistic activity as painting, music, literature, cinema and theater, and even more so politics and war. Truly human play cannot be understood with simple diagrams, short formulas, and clear expressions.

Nevertheless, the definition of any concept is the allocation of limits, the boundaries of this concept. The search for the limits of play as a concept is very complicated and is associated with the logical separation of play as an activity from other types of child activity (labor, communication, teaching, etc.).

A game is a type of unproductive human activity, where the motive lies not in its result, but in the process itself. However, unproductiveness as a sign of the game needs some clarification. A game can be considered an unproductive activity only in so far as the product it is aimed at creating does not have consumer value outside the conditional situation of the game. During the game, a material or ideal product always appears (this can be speech production, texts, objects, or combinations thereof). But as soon as the object created in the course of the game begins to be used, acquiring real, and not conditional consumer value, we face the problem of whether this activity is in the full sense of the game.

The game is a type of non-utilitarian human activity associated with the process of free manifestation of spiritual and physical forces.

The game is an occupation "pretend", not only develops the skill necessary for future serious affairs, but also enlivens, makes visible options for a possible future, helps to form a set of ideas about oneself in the future.

A game is a form of activity in conditional situations aimed at recreating and assimilating social experience, recorded in socially fixed ways of implementing objective actions, in objects of culture and science (Psychological Dictionary \ Edited by A.V. Petrovsky and M.G. Yaroshevsky, 1990 ).

Game - as a human activity in a conditional situation, creates the effect of "as if". However, the element of conventionality, one way or another, is present in all types of human activity and cultural phenomena (J. Huizinga). Therefore, the identification of the conditional situation as such will not yet solve the problem of "play-non-play".

The game is attractive and at the same time means conventionality, seriousness, joy, fun. One of the mechanisms of the stimulating and developing impact of the game is to ensure the connection between the phenomena of reality and the emotional sphere of a person.

That. an activity that combines a conditional situation and an objectively valuable output product can be characterized as a transitional phenomenon: labor with signs of play or play with signs of labor (actors playing in the theater, business games, etc.).

A lot of common features have a game and learning activities:

In the process of playing and learning, the experience accumulated by previous generations is mastered;

In play and learning, there are similar mechanisms for this mastery of experience (for example, overcoming artificial obstacles).

As a result of such an analysis of the definitions of the game, we can derive the definition of an educational game if the teacher is faced with the task of developing the student as a subject of educational activity, orienting him to continuous education, and creating motives for conscious learning in the game. At the same time, from the “pretend learning” of younger students, we can have a transition to the forms of education of the middle and older students (“play-study-labor” type), where additional motivation for learning tasks is used.

A learning task and a didactic game are a means of organizing learning activities. Their main purpose is to create a difficult (sometimes problematic) situation, the construction of an "obstacle course". The student's steps through these obstacles constitute the learning process. It is important that a student performing an educational task or participating in a didactic game always solves a certain problem. A task is a part of the goal given in certain conditions of activity.

Theoretical approaches to explaining the game phenomenon.

At the present stage of the study of the phenomenon of play, one can speak of various scientific theories of play: the theory of excess forces, compensatory; instinctiveness; rest in the game; pleasure, the realization of innate drives; spiritual development in the game; the relationship of play with art and aesthetic culture; links between play and work; recapitulation and anticipation, and so on.

To consider the problems of organizing children's play, one should refer to the relevant scientific approaches:

Procedural - "a game as a process": "the purpose of the game lies in itself ..." (A. Vallon, P.F. Kapterev, etc.);

Activity - “game as activity”: “game is a type of unproductive human activity ...” (K.D. Ushinsky, A.N. Leontiev and others);

Technological - "game as a pedagogical technology": "game activity is associated with the activation and intensification of students' activities" (P.I. Pidkasisty, Zh.S. Khaidarov and others).

The structure of the game as a process:

1. The roles assumed by the players.

2. Game actions as a way to implement these roles.

3. Playful use of objects, substitution of real things for play - conditional.

4.Real relations between the players.

5.Syuzhet, content - the area of ​​reality conditionally reproduced in the game.

The structure of the game as an activity:

1. Motivation, which is provided by the voluntariness of participation in gaming activities, the possibility of choice, competitiveness, satisfaction of needs and self-realization.

2. Goal setting.

3. Planning.

4. Realization of the goal.

5. Analysis of the results in which the personality is realized as a subject of activity.

Definition of the term "game technologies".

The concept of a game as a process, activity, or technology is very conditional and is caused by the need for scientific clarification of the parameters of the phenomenon under consideration. Within the framework of these approaches, the game, along with work and learning, is understood as a type of developmental activity in situations of conditional recreation and assimilation of social experience, in which self-management of human behavior is formed and improved.

Under "game technologies" in pedagogy is understood a fairly large group of methods and techniques for organizing the pedagogical process in the form of various pedagogical games. Unlike games in general, a "pedagogical game" has an essential feature - a clearly defined goal and a corresponding pedagogical result, which can be substantiated, highlighted in an explicit or indirect form and characterized by an educational and cognitive orientation (G.K. Selevko).

Any technology has means that activate and intensify human activity. The use of the game as a means of education and upbringing has been known since antiquity. The game is widely used in folk pedagogy, in preschool and out-of-school institutions. To characterize the game as a developing pedagogical technology, it is necessary to establish the main distinguishing features of the game as a method and technique in the pedagogical process. In a modern school, the game method is used in the following cases:

As an independent technology for mastering concepts, topics, and even a section of a subject;

As part of a larger technology,

As technology for extracurricular activities.

The implementation of gaming techniques takes place in the following areas:

The pedagogical goal is set for students in the form of a game task;

As motivation, an element of competition is introduced, which translates the pedagogical task into a game one;

The educational activities of schoolchildren are subject to the rules of the game;

Educational material is used as a means of play;

Successful achievement of pedagogical goal is associated with the game result.

However, speaking about play in the educational activity of young schoolchildren and adolescents, we must take into account its indirect influence on the development of the psyche (i.e., no longer VTD) and assume the area of ​​optimal functioning of the game as a didactic tool. The optimal use of the game can be. is determined by the following conditions, if: there is an inclusion of cognitive activity, the situation of success in the educational game is a prerequisite for cognitive activity.

Didactic properties of the game:

Duality - a combination of conventionality and reality in a game situation (imagination, creative consciousness are connected);

The uncertainty of the outcome is the opportunity for the player to influence the situation, i.e. the player's capabilities are updated - it moves from a potential state to an actual one;

Voluntariness - contributes to the growth of internal organization;

Polyfunctionality is the reproduction of the features of various types of activity and, as a result, the expansion of the possibilities for varying the conditions for the development of the individual.

Principles of designing educational games:

Determination of the pedagogical goals of using the game;

Correlation of the game goals of the student and the pedagogical goals of the teacher;

Determination of the need to use in this particular case exactly the game, and not another pedagogical tool;

The choice of educational tasks, the achievement of which is advisable to organize in a playful way;

Planning the organizational structure of the game;

Selection and subsequent adaptation to the existing specific conditions of the rules of the educational game;

Creation of a game based on one or another game scheme, formulation of the game conditions.

Classification of gaming technologies in pedagogy.

The games of the child, at each age stage, are distinguished by their originality. The use of gaming technologies in the pedagogical process can be divided into several stages associated with the age periods of education and upbringing of the child:

Game technologies at preschool age;

Game technologies at primary school age;

Game technologies in middle and senior school age.

Classification of games in the educational process:

According to the nature of cognitive activity:

Perception games,

reproductive,

comprehension,

search engines,

anchors,

Control.

In terms of independence: different types didactic games.

Ways of methodological support of the gaming activities of children and adolescents.

In the process of personality formation, the game will be able to stimulate:

 awareness of one's own growth, advancement in the knowledge of the world;

joy of mastering more perfect ways of activity;

pleasure from the process of cognitive activity;

 self-esteem;

 pride in the success of a comrade.

The process of inclusion in the game can unfold according to various schemes, depending on the position that one or another participant occupies in relation to the game as a whole. The development of readiness for the game involves:

Development of external interest in the game as a whole (name of the game, its player, prize);

Development of internal interest (the content side of the game (with whom, how, how much to interact);

Preliminary search for ways to complete the game task and forecasting one’s own capabilities to implement them;

Formation and decision-making on entry into the game. All this must be taken into account by the teacher when organizing the game in the educational process.

Teachers begin to turn to gaming pedagogical technologies during the period of education and training of preschoolers. The preschooler's play activity program is built from a set of educational games, which, for all their diversity, proceed from the general idea of ​​the connection between construction, labor and technical games with the child's intellect and have characteristic features.

Psychophysiological rationale: by the third year of life, the child already masters the role-playing game, gets acquainted with human relations, begins to distinguish between the internal and external sides of phenomena, the child actively develops imagination and the symbolic function of consciousness, which allow him to transfer the properties of some things to others, orientation in his own feelings and the skills of their cultural expression are formed - all this allows the child to be included in collective activities and communication.

Pedagogical principle: it was possible to combine one of the basic principles of teaching "from simple to complex" with a very important principle of creative activity "independently according to one's abilities".

Solving pedagogical tasks: in developing games, the following pedagogical tasks are achieved:

development of the creative abilities of the child from an early age;

game tasks-steps affect the advanced development of the child's abilities (according to L.S. Vygotsky, the zone of proximal development is involved);

the child's activities are accompanied by an atmosphere of free joyful creativity;

The child's activities are accompanied by a situation of success.

The use of game technologies by a teacher at primary school age helps the participants to live through certain elements of the educational process in a conditionally game plan. Action according to the game rules transforms the usual positions of the teacher into an assistant, organizer, accomplice of the game action. due to the following reasons.

Psychophysiological rationale: The development of a child in primary school age is associated with the enrichment and consolidation of everyday vocabulary, coherent speech, the improvement of mental processes, the formation of numerical and abstract representations, and the like. Children of primary school age are characterized by immediacy of perception, ease of entering into images, children are quickly involved in activities, especially in games.

Pedagogical principle: In elementary school pedagogy, game developing technologies are called didactic games. The effectiveness of didactic games depends on their systematic use, on the purposefulness of the game program in combination with the usual didactic exercises.

Solving pedagogical problems: The results of the game act in a dual way - as both a game and an educational and cognitive result:

 highlight the main characteristic features of objects, compare, contrast them; generalize objects according to certain characteristics;

distinguish real events from unreal ones;

 self-control, etc.

The most important role in this technology belongs to the final retrospective discussion (reflection), in which students jointly analyze the course and results of the game, the course of educational-game interaction.

Game technologies in the education and upbringing of children of middle and senior school age are distinguished by their qualitative originality.

Psychophysiological rationale: In the behavior and activities of adolescent children, there is an aggravation of the need to create their own world, the desire for adulthood, the rapid development of imagination, fantasies, the emergence of spontaneous group games. The features of the game of adolescent children are the child's focus on self-affirmation in front of society, the humorous coloring of events, the desire for a practical joke, and an orientation towards speech activity.

Pedagogical principle: As a rule, as developing gaming technologies, teachers turn to such a type of games as "business games". In the educational process, various modifications of business games are used: simulation, operational, role-playing business games, business theater, psycho- and sociodrama. For the effective organization of pedagogical interaction, the tactics of the teacher can be built in accordance with certain stages of the business game: preparation, introduction to the game, conducting and analyzing the course of the game.

Solving pedagogical problems: Game technologies are used to achieve complex pedagogical tasks: mastering new and fixing old material, forming general educational skills, developing creative abilities, etc. Game technologies in the upbringing and education of adolescents, on the one hand, contribute to the development of mature social attitudes of a teenager, on the other hand, they contribute to compensating for information overload, organizing psychological and physiological rest.

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Since the birth of a baby, the game has a special place in the process of education and development of the crumbs. It is in the process of playing activity that a little man receives knowledge that will help the baby to socialize, develop communication skills.

Games at an early age are the main source of information about the world around them, they contribute to the sociability of the crumbs, develop attentiveness, memory, and logical thinking. For each age of the child, there are games that allow you to learn new skills and abilities. After the birth of a child, the mother is already entertaining the child: she sorts her fingers, drives a rattle in front of the baby's eyes.

More recently, it was believed that the game is an activity that serves for entertainment, without any practical use. This occupation was considered pampering, fun. In the theory of modern psychoanalysis, this fun is given a special place in the upbringing of the younger generation, its intellectual and physical development.

The game is a fundamental activity for children, a way of knowing reality, one of the main forms of development of the mental functions of a person's personality. The child plays because the process itself is interesting to him, the kid does not pursue any visible goal.

The child imitates adults, tries to reproduce and repeat adult life in a conditional, imaginary world. An animal, like a person, learns and educates when it plays. In this, the animal and human worlds are similar.

The kid shows his abilities, learns to interact with other people, take the initiative, find a way out of any difficult situations. The fool is preparing to enter adulthood.

The terms "game", "game activity" are interrelated. Game activity contributes to optimal assimilation, consolidation of a variety of information obtained during the game. The development of play activities has the most positive impact on the upbringing of children.

The functions inherent in this type of activity help the little man to more fully reveal his abilities. For adults, they provide assistance in correcting the development of fidget. Functions are divided into the following types:

The baby will not play if he is bored, uninterested. Only with the voluntary consent of the baby to participate in the gameplay, all functions will work in full. It was then that the baby learns generally accepted, human values, moral skills, is included as a full-fledged person in all social relations.

Types of gaming activity

All human life is accompanied by three main activities: play, learning, and labor activity. As a person grows older, they replace each other. The play activity of preschoolers is the initial stage in the process of shaping the personality of the baby, as an independent subject of activity.

It depends on the success of the game activity how the baby will grow up, how his abilities will develop, how successfully the baby will join the learning process. Education prepares children for work, the main activity of an adult. Types are divided according to the age characteristics of the children:

• activities of preschoolers;
• for toddlers of primary school age;
• for teenagers;
• trainings.

According to the form of children's activity and the role of adults:

The manifestation of activity of preschool children

In early childhood, a toy is of great importance for a foolish child. With the help of rattles, cubes, balls, the baby already receives information about colors, shapes. The baby develops a perception of the world around. When communicating with babies, parents should not only talk, but also show toys, demonstrate unfamiliar objects.

Toys can be divided into several types:

• ready-made toys - cars, soft toys, dolls;
• those that require the participation of children. These are various types of constructors, coloring books, cubes, puzzles;
• materials for the creative expression of children. These include sand, plasticine, special dough, water.

All toys help the baby to express himself more fully, develop creativity in kids.

Perception, knowledge of the world by babies occurs through tactile sensation. It is important for the crumbs to touch everything with their hands, to taste it. An unintelligent child should not be given toys with small parts that a baby can swallow or put in his nose. Don't leave your little one unattended.

The very first formed the so-called director's perception of the world. Any object has a special meaning for the crumbs. For a fool, toys are models of the adult world. Children develop imagination. The baby plays with a cube, imagining that this is a real car. The girl feeds the dolls, dresses them up, puts them to bed, introduces herself as a mother.

Toys help children to perceive the world around them. Almost simultaneously, figurative role-playing moments appear. The baby depicts what he saw. The kid can imagine himself as an airplane or a dog. Such fun, as a rule, is short-lived, but they will form the basis of more complex plot activities in the future.

By the age of 3, the fidget has a desire to play with peers, in a team. The children really like outdoor activities, such as "catching up", hide and seek. The kids are already trying to construct something, for example, to build a tower. Children begin to like story games with roles.

The game activity of preschoolers helps to develop creative, organizational skills. Fidgets play school, hospital. They pretend to be firefighters or pilots. In gaming activities, a goal is already appearing that fidgets want to achieve.

Preschool children are already choosing play activities with rules. The main thing is to follow special rules. Usually these are team, competitive: sports or printed, board games. Preschoolers learn to put team interests ahead of individual interests.

Preschool age is the time of transition to learning activities. Didactic exercises play an important role. Didactic classes allow you to consolidate learning tasks using game activity. Teach kids to count, make a word from letters. The didactic game allows you to gradually move on to learning the crumbs. Prepare your child for school.

For elementary school students

For a child of 6-7 years old, there is already a gradual rejection of toys, a transition to directed learning. Game activities with pronounced roles come to the fore in the field of interest of the fidget. The student imitates a specific person, tries to recreate the actions, actions of adults. Such activities serve as a means of self-education of the child.

In the plot, elementary school students learn reality, form friendly relations with their peers, and develop personal qualities. Primary school kids begin to like games with elements of competition, where you can show your dexterity, speed, and demonstrate physical abilities.

You can already see how constructive, didactic games, as well as those that are of a sporting nature, are replacing cars and dolls. At the same time, kids begin to pay more attention to TV, computer, books. The child's leisure time is changing. There are preferences based on interests. Someone likes to read fairy tales, and someone splashes out energy in sports sections.

Classes organized by teachers come first. These classes help to expand vocabulary, further develop communication skills, and mobilize the mental abilities of children. Schoolchildren develop the skill of self-discipline, fidgets begin to enjoy joint actions.

For teenagers

Adolescents from 11 to 12 years old enter the so-called "difficult" period, the age of growing up. The difficulty of this period lies in the transition from childish serenity to more strict adult duties. The teenager begins to evaluate his place in the team in a new way, tries to assert himself, to prove his individual significance.

Adults no longer forgive petty pranks, they require the student to behave like an adult. They learn to be responsible for their words, deeds, to fulfill their obligations. A teenager no longer wants to play adults, because he feels like an adult.

A schoolboy teenager dreams of being a significant figure for his peers. Physical abilities, leadership qualities become the main ones. A variety of sporting events are especially suitable for their manifestation.

Game activities with a combat, competitive orientation help a teenager show his physical qualities, show willpower, ingenuity, dexterity. For teenagers, the game process is no longer so important, the main thing is victory, achieving a result. A teenager sets himself the goal of achieving a certain level of skill in order to earn recognition from his peers.

Teachers and parents should help the student achieve peer recognition. At this age, bullying of weaker physically classmates very often begins. You can enroll the child in the sports section or dad can teach the child himself. A teenager's lack of confidence in his abilities can cause severe forms of mental disorder, aggressiveness.

For adolescents, special trainings are held to correct behavior, teach communication, and build self-confidence. The purpose of the training is to create a psychological harmony of the personality of a teenager. Such trainings require a special methodology for their implementation. Each exercise carries its own setting given by the leader.

Psychological exercises are very useful for teenagers. Immediately before the lesson, the teacher should set the children a specific task: to understand another person, put themselves in his place, evaluate behavior, actions. Discussion aloud helps a teenager overcome himself, teaches him to reveal his abilities, to defend his point of view.

Types of games

Games are constantly changing. Children come up with new rules, develop new stories. The study of children's games, consideration of their characteristics, the degree of impact on the personality of the baby, allowed psychologists to conclude that the development of game activity is a necessary condition for the formation of the child's personality.

• Plot - role-playing, creative types are inherent mainly in preschool children. Preschoolers show themselves in these activities with special emotionality, demonstrate active independence. The creative component of these types of activities is also of great importance for the development of preschoolers.
• Dramatization. Built on literary works. The roles are clearly defined, the storyline is respected. Promotes the development of speech.
• Construction, constructive classes. Designers are used, as well as a variety of natural materials: clay, snow, sand.

Game lessons with established rules are divided into the following types:

• didactic, created by teachers for teaching kids. All didactic exercises solve specific problems: to teach reading, writing, identifying geometric shapes, etc.
• Movable help satisfy the need for restless movement. Thanks to them, the children accumulate motor experience, coordination improves, and gross motor skills develop.
• Folk, traditional games. Practically not used in schools, playgrounds. Children get acquainted with such activities in museums or children's folk music groups.

Impact of play activity

Until recently, little attention has been paid to the entertainment employment of kids. Modern pedagogy advises to be more attentive to games. It is noted that the development of the psycho-emotional state of the fidget directly depends on the development of his playing activity.

In the gameplay, the silly child receives the skills necessary for further education at school, as well as the fundamental skills necessary for the work of an adult. Intelligence, mindfulness, memory develop in crumbs from early childhood.

The fidget develops strong-willed, leadership qualities. The baby receives, develops communication skills, learns to achieve the goal, develops the ability to defend one's opinion. Collecting constructors, various mosaics develops perseverance, the desire to obtain a result.

The baby makes its own efforts to complete the task. Be sure to mark all successful attempts fidget. Praise will give strength to the little man, add confidence, and give impetus to further creative actions.

The task of parents and teachers is to guide the baby, indicate the goal, suggest ways to achieve the goal. Adults should not suppress the initiative of children, do everything for them. The game for the crumbs is not an empty pastime.

Engage with children, encourage their interests. Come up with new games together with the kids, buy or create educational toys. Set the baby to win, help satisfy curiosity, direct the energy of fidgets to gain new knowledge.