Playing activity occupies a very important place in the life of a child. The game helps him adapt to the environment, communicate, think. A child needs to be taught to play from the first months of life: starting with primitive ones and ending with those that provide for the baby’s own thinking. Together with parents, close relatives, friends, as well as kindergarten teachers and teachers at school take part in the upbringing and development of the child.
Activities
Throughout the life path of a person, three main types of activity accompany each other. It is play, learning and work. They differ in terms of motivation, organization and final results.
Labor is the main human activity, the end result of which is the creation of a product that is significant to the public. As a result of gaming activity, the production of a product does not occur, but it acts as the initial stage in the formation of a personality as a subject of activity. Training is the direct preparation of a person for work, developing mental, physical and aesthetic skills and forming cultural and material values.
The play activity of children contributes to their mental development and prepares them for the adult world. Here the child himself acts as a subject and adapts to the imitated reality. A feature of gaming activity is its freedom and irregularity. No one can force a child to play differently than he wants. The game offered by adults should be interesting and entertaining for the baby. Teaching and labor must have an organizational form. The work begins and ends at the set time for which the person must submit its results. Classes for pupils and students also have a clear schedule and plan, which everyone steadily adheres to.
Types of gaming activities
According to the most general classification, all games can be classified into one of two large groups. The difference factor in them is the forms of children's activity and the participation of an adult.
The first group, the name of which is "Independent games", includes such a child's play activity, in the preparation and conduct of which an adult does not directly participate. In the foreground is the activity of children. They must set the goal of the game, develop it and solve it on their own. Children in such games show initiative, which indicates a certain level of their intellectual development. This group includes cognitive games and story games, the function of which is to develop the child's thinking.
The second group is educational games that provide for the presence of an adult. He creates the rules and coordinates the work of children until they achieve a result. These games are used for the purpose of training, development, education. This group includes entertainment games, dramatization games, musical, didactic, outdoor games. From the game of the educational type, you can smoothly redirect the child's activity to the learning stage. These types of gaming activities generalize it; many more subspecies can be distinguished in them with different scenarios and different goals.
Play and its role in child development
Play is an essential activity for a child. She gives him freedom, he plays without compulsion, with pleasure. From the very first days of his life, the baby is already trying to play with some rattles and trinkets hanging over his cradle. The play activity of preschool children teaches them to order, teaches them to follow the rules. In the game, the child tries to show all his best qualities (especially if it is a game with peers). He shows enthusiasm, activates his abilities, creates an environment around him, establishes contact, finds friends.
In the game, the baby learns to solve problems, find a way out. The rules teach him to be honest, because their non-compliance is punished by indignation from other children. In the game, the child can show those qualities that are hidden in everyday life. At the same time, games develop competition between children, adapt them to survival by defending their position. The game has a positive effect on the development of thinking, imagination, wit. Playing activities gradually prepare the child for entry into adulthood.
Play activities in infancy and early childhood
Games will differ, depending on the age of the child, in their organization, form, and functional purpose. The main element of games at a young age is a toy. Its versatility allows you to influence mental development, the formation of a system of social relations. The toy serves for entertainment and fun.
Infants manipulate the toy, they develop perception, preferences are formed, new orientations appear, colors and shapes are imprinted in memory. In infancy, parents play an important role in creating a child's worldview. They should play with their children, try to speak their language, show them unfamiliar objects.
In early childhood, games for a child are almost all of his free time. He ate, slept, played, and so the whole day. Here it is already recommended to use games not only with an entertaining, but also with a cognitive component. The role of toys increases, they become small models of the real world (cars, dolls, houses, animals). Thanks to them, the baby learns to perceive the world, to distinguish colors, shapes and sizes. It is important to give the child only those toys that cannot harm him, because the baby will definitely pull them to his mouth to try on the tooth. At this age, children should not be left unattended for a long time, toys are not as important to them as the attention of a loved one.
Games for preschool children
Preschool age of children can be conditionally divided into younger and older. In the younger game activity of preschoolers is aimed at the knowledge of things, connections, properties. In older preschoolers, new needs arise, and they prefer role-playing games, games among peers. Interest in collective games is manifested in children in the third year of life. At preschool age, a prominent place is occupied by manipulative, mobile, cognitive games. The child likes to construct both from the designer and from any materials at hand (sand, furniture in the house, clothes, other items).
Didactic games
The development of children in play activities is one of the most important purposes of the game. To do this, educators conduct didactic games with children. They are created for the purpose of education and training, with certain rules and the expected result. A didactic game is both a game activity and a form of learning. It consists of a didactic task, game actions, rules and results.
The didactic task is determined by the purpose of training and educational impact. An example is a game in which counting skills are fixed, the ability to make a word from letters. In the didactic game, the didactic task is realized through the game. The basis of the game is the game actions carried out by the children themselves. The more interesting they are, the more exciting and productive the game will be. The rules of the game are set by the teacher, who controls the behavior of the children. At the end of it, it is necessary to sum up the results. This stage provides for the determination of the winners, those who coped with the task, but the participation of all the guys should also be noted. For an adult, a didactic game is a way of learning that will help to make a gradual transition from playing to learning activities.
Game activity in the preschool educational institution
Games accompany the child throughout the entire period of childhood. An important role in the development of children is played by the organization of play activities in preschool institutions. The game occupies a prominent place in the system of aesthetic, labor, moral, physical and intellectual education of preschool children. It satisfies his social needs and personal interests, increases the vitality of the child, activates his work.
In kindergartens, gaming activities should be a complex of games that are aimed at the physical and intellectual development of children. These games include creative ones that allow children to independently determine the goal, rules and content. They reflect the activities of a person in adulthood. The category of creative games includes plot-role-playing, theatrical, dramatization games, design games. In addition to creative, didactic, mobile, sports, and folk games influence the formation of a child's play activity.
An important place in the game is occupied by toys that should be simple, bright, attractive, interesting, safe. They are divided into three types: ready-made (dolls, planes, cars), semi-finished (designers, pictures, cubes) and materials for creating toys. The latter allow the child to fully reveal their imagination and demonstrate skills by creating toys on their own.
Game activity functions
Any type of activity has a certain functional purpose. Play activity also performs a number of functions in the development of the child.
The main function of the game is entertainment. It aims to arouse the interest of the child, inspire, please, entertain. The communicative function is that in the process of playing the baby learns to find a common language with other children, developing his speech mechanisms. The function of self-realization is to choose a role. If a child chooses those that require additional actions, then this indicates his activity and leadership.
The game therapy function provides for children to overcome difficulties of a different nature that also arise in other activities. The diagnostic function of the game will help the child to know his abilities, and the educator - to identify the presence or absence of deviations from normal behavior. With the help of the game, you can make neatly positive changes in the structure of personal indicators. The features of play activity are also in the fact that the child is accustomed to socio-cultural norms and learns the values, rules of human society and is included in the system of social relations.
Game and speech development of the child
To a large extent, the game affects the development of speech. In order for a child to successfully engage in a game situation, he needs a certain level of development of communication skills. The development of coherent speech is stimulated by the need to communicate with peers. In the game as a leading activity, the sign function of speech is enhanced by the substitution of one object for another. Substitute items act as signs of missing items. Any element of reality that replaces another can be a sign. The substitute object transforms the verbal content in a new way, mediating the connection between the word and the missing object.
The game contributes to the child's perception of two types of signs: iconic and individual. The sensual properties of the former are virtually approximated to the object being replaced, while the latter, by their sensuous nature, have little in common with the object they designate.
The game also takes part in the formation of reflective thinking. So, for example, a child suffers and cries like a patient when he plays in the hospital, but at the same time he is pleased with himself because of the good performance of the role.
The influence of gaming activity on the mental development of the child
The development of play activities of preschoolers is directly related to the development of their mental state. The game helps to form the personal characteristics and mental qualities of the child. It is from the game that other types of activity that take place in the later life of a person come out over time. The game, like nothing else, contributes to the development of attention, memory, because it requires the child to focus on objects in order to successfully enter the game situation. Role-playing games influence the development of the imagination. The child learns to take on different roles, to replace some objects with others, to create new situations.
Game activity also influences the formation of a child's personality. He learns to establish contact with peers, acquires communication skills, gets acquainted with the relationships and behavior of adults. Closely merged with the game are activities such as design, drawing. They are already preparing the baby for work. He does something himself, with his own hands, while trying and worrying about the result. In such cases, the child must be praised, and this will become an incentive for him to improve.
The game in the life of a child is as important as studying for a schoolboy or work for an adult. This needs to be understood by both parents and educators. It is necessary to develop the interests of children in every possible way, to encourage their striving for victory, for a better result. As the baby grows up, it is necessary to provide him with toys that affect mental development. Do not forget to play with the child yourself, because at these moments he feels the importance of what he is doing.
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 definition 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 trifles, fun into tools, first of all culture and, further, into a philosophical category of a high degree of abstraction 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 related to 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.
According to the degree of independence: various types of 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 this or that 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.
Download materialThe concept of "game" and "game activity". Leading signs of gaming activity.
The game is of great importance in the development of civilization. We can say that the civilization "grew" from the game.
The game is a powerful tool in:
1. Socialization of the individual (socialization is the process of mastering and entering a person into society, studying the values of this society).
2. Restoration of vitality (recreation).
3. Training and advanced training (business games) Also, the game is a means of correcting physical and mental development and a means of correcting interpersonal relationships. So, the definition of the concept of "game" is as follows.
The game is:
1. Performing some conditional tasks in conditional time and space.
2. Acting, performance.
In the usual sense, a game is a designation of the rules, attributes, etc. necessary to perform some action (this definition is passive). The game requires intellectual and physical efforts for its implementation. These efforts to implement the game are called game activities.
So:
Game activities are efforts aimed at implementing the rules and conditions of the game and game tasks.
There are several main signs of gaming activity:
1. Is voluntary;
2. Unproductive
3. Passes by the rules that govern it;
4. Always associated with tension (intellectual, physical).
The greater the tension, the greater the significance of victory and participation (prizes), the greater the buzz from the game, the stronger the effect of a person’s self-affirmation in the game. The last position is especially relevant. It is self-affirmation that is the main leading stimulus in the game (especially in games on television). Speaking of tension, it is important to note that it must necessarily be adequate to the audience.
Leading signs of gaming activity.
Game - a collection of concepts, rules and regulations that determine the behavior of the player.
Gaming activities are physical, intellectual and emotional efforts aimed at performing gaming tasks.
This activity has its own characteristics, formal features.
Leading signs of gaming activity
It takes place according to the rules, in some cases there is a dictatorship of the rules.
Voluntary and free, i.e. a person participates in gaming activities of his own free will. Incentives: the desire for self-affirmation the desire to imitate the desire to get a prize. The game is not productive, it does not produce anything. (More precisely, one can say that the product of the game is the enjoyment of its process. The end result is the development of the ability realized in it) Game activity takes place with a certain tension, in it is the basis of pleasure. The higher the voltage, the greater the pleasure. Tension tells us about the status of the participant (eg Olympic Games). Winner status. Emotional high during the period of gaming activity, competitiveness, rivalry, competition.
Game activity takes place in an imaginary situation and is not associated with real actions, but the feelings of the players, participants are real!!! With a methodically competent approach to the organization of the game, gaming activity can have the following impact on a person: previously inactive and thereby restores the balance of his forces.) Physical development of the personality
Mental development (collective emotion, teamwork skills, psychological compatibility, skills of self-control and self-esteem, the formation of will, determination, the ability of a person to take a hit). Career work. Corrective influence as a means of correction of personality and interpersonal relationships. (The game introduces complex human relations into the real context. In the game activity, there are absolutely real social relations that develop between the players. The game contributes to the development of the team) The game is as a means of socialization of the individual. (The child gets acquainted with the environment, masters the riches of culture, is formed as a person, which allows the child to function as a full member of a children's or adult team)
The child plays because it develops and develops because it plays. A game for a child is an active means of education and self-education. During the game, the child learns, realizes the world around him. The game is a wide scope for the manifestation of one's "I", personal creativity, self-knowledge and self-expression.
For a child, a game is a way to find oneself in a team of associates, in general in society, in the universe; the game solves the problems of interpersonal relationships, compatibility, partnership, friendship, camaraderie. Those. the social experience of the relationship of people is known and acquired.
1. Game - like acting (the invention of someone or something, for the purpose of pleasure)
2. Game - like overcoming obstacles in order to win.
A game is a set of rules, certain relationships between players, their behavior and the use of attributes.
From this position, the concept of "game" is passive (it lies in a box or somewhere else).
Active game - game activity is physical, intellectual or emotional data aimed at performing game tasks.
Play is different from all other activities.
Types of games and their classification.
According to Shmakov, most games have the following main features:
- free developing activity, taken only at will, for the sake of pleasure from the process of activity itself, and not just from its result (procedural pleasure);
- creative, greatly improvised, very active character this activity (“the field of creativity”);
- emotional high activity, rivalry, competitiveness, competition (sensual nature of the game, "emotional tension");
- the presence of direct or indirect rules reflecting the content of the game, the logical and temporal sequence of its development.
K. Gross subdivides : martial (physical and spiritual), love, imitative, social.
A. Gomm singles out dramatic games and games built on "dexterity and luck"; wedding games, games built on courtship and love; games "fortress"; funeral games; agricultural; trade, religious; taboo; natural; guessing games; witchcraft; sacrifice, imitation of sports; imitation of animals; games with witches and child abduction; fishing; wrestling and competition; games with singing and dancing; games of hiding and searching; leapfrog; blind man's buff; forfeits; ball games, etc.
Game activity- this is a special sphere of human activity, in which a person does not pursue any other goals, except for obtaining pleasure, pleasure from the manifestation of physical and spiritual forces.
In pedagogy, it is customary to distinguish between subject, plot, mobile and didactic games. In its turn, story games are divided into role-playing, "director's" and dramatization games ": games with fixed, open rules and games with hidden rules. An example of games of the first type is the majority of didactic and outdoor games, as well as developing ones: intellectual, musical, fun games, attractions.
The second type includes games role-playing, in which, on the basis of life or artistic impressions, social relations or material objects are freely and independently reproduced. Rules in them exist implicitly. They are in the norms of behavior of reproduced heroes: the doctor does not put a thermometer on himself, the passenger does not fly in the cockpit.
Consider main components of a role-playing game: theme and content - the area of reality displayed in the game. An imaginary situation is an image of the game, its model, resulting from the transfer of real values and relationships from one object to another located in the field of game action. The plot is a sequence of actions played by children, events that reflect the theme and specify the content of the game. Role-playing games subdivided into actual role-playing, dramatization games, director's games. The plot can have theatrical children's holidays, carnivals, construction, design games and games with elements of labor.
director games- games in which the child controls the imaginary situation as a whole, acts simultaneously for all participants: for all the animals in the menagerie, for cars, trams, pedestrians on the street, for soldiers, etc. Directing games can also be group. In such games, the experience of coordinating ideas and plot actions is especially intensively accumulated.
Outdoor games- the most important means of physical education of children. They always require from the players active motor actions aimed at achieving a conditional goal. The main features of outdoor games are their competitive, creative, collective nature. They demonstrate the ability to act for the team in a constantly changing environment. Hence the high dynamics of relationships: all the time he strives to create an advantageous position for himself and his teammates in comparison with the “opponent”. They include various team relay races, a championship in folk games, a ball championship and jump ropes.
Complex types of competitions have become widespread: "Sportlandia" (a country of strong, dexterous, resourceful, skillful) was born in Belarus, "Merry Starts" in Volgograd, and "May Relay Race" in Arkhangelsk. Competitions held between classes, schools, health and summer camps gather a lot of spectators. Game tasks addressed to them make these competitions even more popular.
Didactic games- a kind of games with rules, specially created by pedagogy for the purpose of teaching and educating children.
According to the nature of the material used, didactic games are divided into three groups:
P subjective e - mainly didactic toys and materials,
- desktop printing e - games based on the selection of pictures according to the principle of similarity of their addition from parts of the whole (for example, cut pictures). Developing logical thinking, printed board games also carry an important cognitive load: they introduce children to representatives of the animal and plant world, to the purpose of household items, to technology, seasonal natural phenomena, etc.
- word games include most folk games. This includes many exercise games, imaginary travel games, riddle games, guessing games (in which children operate with ideas, independently draw conclusions and conclusions).
Sometimes the didactic game is considered too narrowly - only as a means of the child's intellectual development. However, the game form of education is actively used to implement the tasks of both labor, aesthetic, and emotional and moral education.
Games can be divided into independent typical groups:
1. About the form:
Actually games of all kinds; games-festivities, game holidays; game folklore; theatrical game performances; game trainings and exercises; game questionnaires, questionnaires, tests; pop game improvisations;
Competitions, competitions, confrontations, rivalries, competitions, relay races, starts;
Wedding ceremonies, game customs;
Mystification, practical jokes, surprises; carnivals, masquerades; game auctions, etc.
In the leisure practice of children and adults, the most structurally designed game models have developed and established themselves, such as; like KVN, "Field of Miracles", "What? Where? When? ”, which have a plot space, a pronounced form.
2. By the time of the event.
Such games are called seasonal or natural (winter, spring, summer, autumn), they are distinguished by the amount of time (long, temporary, short-term, minute games).
Winter games: on the snow, on skis, on sleds, on ice.
Competitions are held for accuracy, speed, relay races, for example: “The Capture of the Winter Town”
Summer games: on the playground, on asphalt, on the beach, on the water, in the clearing, in the yard, for example, Stilts, Classics.
3. By venue. These are board (table), indoor, outdoor, yard games. Games in the air, games on the ground (in the forest, in the field, on the water), games at the festival, games on the stage.
4. According to the content (plot, theme, intrigue, task of the game), games with ready-made rules are distinguished as follows: sports, mobile, intellectual, construction and technical, musical (rhythmic, round dance, dance), therapeutic, corrective (psychological games-exercises) , comic (fun, entertainment), ritual and ritual, etc. According to the content, “free” (free), which reflect: military, wedding, theatrical, artistic; household games in the profession; ethnographic games. There are positive socio-ethical games and asocial ones (games for money and things, mercenary, criminal games, life-threatening, gambling).
Catch-up games (catching) are simple and complicated;
Games with the search for players or objects;
Games with quick finding your place;
Round dance games;
Games with resistance and struggle;
Games with throwing the ball with a bast shoe;
Games with rolling and throwing objects (stones, sticks, bones, chocks, towns);
Games - relay races;
Games - attractions;
Prank games, etc.
5. By composition and number of participants :
By age, gender, composition, number of participants.
In this regard, games of younger children (infants, preschoolers), games of primary, middle and senior school age, as well as games of adults are practiced. Objectively, there are games of boys (teenagers, boys, men) and games of girls, girls, women. These games have special traditions, special rules. By the number of participants, single, individual, double, group, team, mass games are distinguished.
6. According to the degree of regulation, management:
Games organized by an adult or an entertainer,
Spontaneous, improvised, impromptu, arising spontaneously at the whim of children (free, free, natural, amateur, independent).
7. P about the presence or absence of accessories necessary for the game(inventory, items, toys, costumes). There are games without objects and with objects (with a ball, rope, tourniquet, hoop, etc.); computer games; games - automatic machines; games - attractions, etc.
When writing and building a game program, the theme, goal and objectives are always taken into account; the technology of game programs, the specifics of age characteristics are also taken into account, for example, a preschooler, a primary school student, a teenager, etc. In order for the game to be more interesting and exciting, this should be known and taken into account by every screenwriter, teacher or organizer.
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, 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. Thus, 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.
Lidia Orlova
Types of gaming activities
Municipal Autonomous Preschool Educational Institution
Kindergarten "Sun" R. Red Baki
Post to RMO.
Subject: « Types of gaming activities at preschool age"
Prepared: Orlova Lidia Yurievna
November 2016
Types of gaming activities at preschool age
The game is a special activity, which blooms in childhood and accompanies a person throughout his life. Not surprisingly, the problem of the game has attracted and continues to attract attention. researchers: teachers, psychologists, philosophers, sociologists, art critics, biologists.
Game - leading view child's activities. In the game, he develops as a person, he forms those aspects of the psyche, on which the success of his social practice will subsequently depend.
The game creates the basis for a new leader activities - educational. Therefore, the most important task of pedagogical practice is to optimize and organize a special space in the preschool educational institution for activation, expansion and enrichment play activities of a preschooler.
Game classification
Children's games are a heterogeneous phenomenon. Even a non-professional eye will notice how diverse the games are in terms of their content, the degree of independence of children, forms of organization, game material.
Due to the variety of children's games, it is difficult to determine the initial grounds for their classification.
(slide 2): In the works of N. K. Krupskaya, children's games are divided into two groups
I. Creative games: directorial, plot-role-playing, theatrical, games with building material
II. Games with rules:
1. Outdoor games: according to the degree of mobility (small, medium, large mobility); by dominant movements (games with jumps, with dashes, etc.); by subject (with a ball, ribbons, hoops, flags, cubes, etc.)
2. Didactic games:
Based on didactic material (games with objects and toys, desktop-printed, verbal)
In recent years, the problem of classifying children's games has again become relevant.
(slide 3) A new classification of children's games developed by Svetlana Leonidovna Novosyolova Soviet psychologist. The classification is based on the idea on whose initiative games arise. (child or adult). In its practical gaming activity with pupils, we apply the classification of S. L. Novoselova.
There are three classes games:
1. Games that arise at the initiative of the child are independent games:
Experimental game
2. Games that arise on the initiative of an adult who introduces them with educational and upbringing goals:
Educational games: Didactic Narrative-didactic Mobile
Leisure games: Games-fun Games-entertainment Intellectual Festive-carnival Theatrical-staged
3. Games coming from the historical traditions of the ethnic group (folk, which can arise on the initiative of both an adult and older children.
(slide 4) main and leading activities preschool age are imaginative games.
(slide 5) The role-playing game is one of the creative games. In a role-playing game, children take on certain functions of adults and in specially created by them gaming, imaginary conditions reproduce (or model) activity adults and their relationships.
Director's game is a kind of creative games. It is close to role-playing, but differs from it in that the characters in it are not other people (adults or peers, but toys depicting various characters. The child himself gives roles to these toys, as if inspiring them, he speaks for them different voices and acts for them himself.Dolls, teddy bears, bunnies or soldiers become the protagonists of the child's game, and he himself acts as a director, managing and directing the actions of his "actors", so this game was called the director's game.
(slide6) In theatrical games (dramatization games) the actors are the children themselves, who take on the roles of literary or fairy tale characters. Children do not come up with the script and plot of such a game themselves, but borrow from fairy tales, stories, films or performances. The task of such a game is to reproduce the role of the character taken on as accurately as possible without deviating from the well-known plot. The heroes of literary works become actors, and their adventures, life events, change by children's fantasy become the plot of the game.
(slide 7) In addition to creative games, there are other types of games, including games with rules (mobile and desktop).(slide8, slide9)
Games with rules do not imply any particular role. The actions of the child and his relations with other participants in the game are regulated here by rules that must be followed by everyone. Typical examples of outdoor games with rules are the well-known hide-and-seek games, tags, hopscotch, jump ropes, etc. Board-printed games, which are now widely used, are also games with rules. All these games are usually competitive character: Unlike role-playing games, there are winners and losers. The main task of such games is to strictly follow the rules, so they require a high degree of arbitrary behavior and, in turn, shape it. Such games are typical mainly for older preschoolers.
Board-printed games are diverse in content, learning tasks, and design. They help clarify and expand children's ideas about the world around them, systematize knowledge, and develop thought processes.
(slide 10) As proved in the studies of N. Ya. Mikhailenko, E. E. Kravtsova, games develop in the following sequence
Younger age - role play (dialog game);
Middle age - a game with rules, a theatrical game;
Senior age - game with rules, director's (play - fantasy, play-dramatization).
(slide 11) Integration of educational areas and game activity/
(slide 12) The game is not only an imitation of life, it is a very serious activity which allows the child to assert himself, to fulfill himself. Participating in various games, the child chooses for himself the characters that are closest to him, correspond to his moral values and social attitudes. The game becomes a factor in the social development of the individual.
(side 13) Bibliography
1. Anikeeva N. P. Education game. M., 1987.
2. Bern E. Games that people play. M., 2009.
3. Vygotsky L. S. Game and its role in the mental development of a child.
4. Grigorovich L. A., Martsinkovskaya T. D. Pedagogy and psychology. -M, 2003.
5. Elkonin D. B. Psychology of the game. 2nd edition. M., 1999.
Vygotsky L.S. Game and its role in the mental development of a child. // Questions of psychology. 1996. No. 6.
6. Novoselova S. L. The game of a preschooler. M., 1989.
7. Shmakov A. Her Majesty the game. Fun, fun, practical jokes for children, parents, educators. - M.: 1992.
8. Udaltsova E. I. Didactic games in the upbringing and education of preschoolers. M., 1975.
Related publications:
Municipal budgetary preschool educational institution combined type kindergarten No. 18 of the city of Yeysk, municipality.
Topic: "Bunny visiting children" Purpose: To create conditions for joint musical, artistic, aesthetic and motor activities.
Goals: 1. Develop oral speech; summarize and clarify children's knowledge about modes of transport; enrich the vocabulary. 2. Develop the ability to maintain a conversation.
Consultation for educators "Types and forms of activities of children on a walk" Municipal preschool educational institution Chukhlomsky kindergarten "Rodnichok" Chukhlomsky municipal district of the Kostroma region.
