Author Kuznetsova V.I. - Chemistry teacher, secondary school No. 33, Tomsk
“The game is an opportunity to find yourself in society,
oneself in humanity, oneself in the universe"
J. Korchak.
The pedagogical process is a set of lessons of extracurricular and extracurricular educational work conducted by the teaching and student team according to one plan. In training, mainly lessons-seminars, practical and laboratory work are used, which use various methods and means.
The increase in mental load in the classroom makes us think about how to maintain students' interest in the material being studied, their activity throughout the lesson. We have to look for effective teaching methods and such methodological techniques that would activate the thought of schoolchildren, would stimulate them to independently acquire knowledge. It is necessary to take care that the student works actively and enthusiastically in the lessons, use this as a starting point for the emergence and development of curiosity, deep cognitive interest. An important role can be assigned to didactic games.
Game-creativity, game-work. In the process of playing, children develop the habit of concentrating, thinking independently, developing attention, the desire for knowledge. A variety of game actions, with the help of which one or another mental task is solved, maintains and enhances children's interest in the subject.
A broad understanding of the term "entertainment" comes from N.I. Lobachevsky, he believed that entertaining is a necessary means to excite and maintain attention, without it teaching is not successful. Modern didactics, referring to the game forms of teaching in the classroom, rightly sees in them the possibility of effective organization of interaction between the teacher and students, a productive form of their communication with their inherent elements of competition, genuine interest.
Professor S.A. Shmakov in his work “Students' Games - a Phenomenon of Culture” (1994) sets the task for teachers: to create a game educational system, game programs in all academic subjects, including chemistry. I'm trying to solve it by creating a game system for studying chemistry at school. Experience shows, no matter how well prepared the teacher is, no matter how he masters the subject, but all the same, the students prefer his explanation to a good game, where they themselves will learn the world, they will mutually learn. They will gladly accept and assimilate the information of an adult mentor, but by all means, as a participant in their game, that is, a real carrier of information, the teacher must learn to play.
Game activity in the learning process.
The game is the most accessible type of activity, a way of processing impressions received from the outside world. The game clearly manifests the peculiarities of the student's thinking and imagination, his emotionality, activity, developing the need for communication. An interesting game increases the mental activity of the child, and he can solve a more difficult problem than in a regular lesson. But this does not mean that classes should be held only in the form of a game. The game is only one of the methods, and it gives good results only in combination with others: observations, conversations, independent work. While playing, children learn to apply their knowledge and skills in practice, to use them in different conditions. The game is an independent activity in which children enter into communication with peers. They are united by a common goal, joint efforts to achieve it, common experiences. Game experiences leave a deep imprint in the mind of the child and contribute to the formation of good feelings, noble aspirations, skills of collective life. The game is of great importance, it is closely connected with learning in the classroom, with observations of everyday life.
It teaches to independently solve game problems, find the best way to implement what was planned, use your knowledge, express it in a word. Quite often the game serves as a pretext for communicating new knowledge, for broadening one's horizons. Thus, gaming activity is an actual problem of the learning process.
The purpose of the work: to reveal the methodology of gaming activity in the learning process.
Tasks: to determine the purpose of gaming activity in the educational process, the methodology for organizing gaming activities in the lesson. Determine how often games are used in the organization of the educational process and how effective it is.
The above tasks determined the range of methods of pedagogical research: conversation, questioning, observation.
The game is attributed to a variety of various functions, both purely educational and educational, so there is a need to more accurately determine the impact of the game on the development of the student and find its place in the system of education and upbringing. It is most accurate to determine those aspects of the mental development and formation of the child's personality that mainly develop in the game or experience only a limited impact in other types of activity.
The study of the significance of the game for mental development and personality formation is very difficult. A pure experiment is impossible here, simply because it is impossible to remove play activity from the life of children and see how the development process will proceed. The most important is the importance of the game for the motivational-need sphere of the child. According to the works of D. B. Elkonin (8; p. 274), the problem of motives and needs comes to the fore. Pointing to motives is insufficient, it is necessary to find the mental mechanism through which motives can have an impact.
The game is important for the formation of a friendly team, and for the formation of independence, and for the formation of a positive attitude towards work. All these educational effects are based on the influence that it has on the mental development of the child, on the formation of his personality. The process of the game allows you to form the qualities of an active participant in the game process, learns to find and make decisions. To develop abilities that can be found in other conditions and situations, to learn consciousness, eccentricity of behavior, the ability to adapt to the existing conditions set by the game. Learn the ability to communicate, establish contacts, enjoy communicating with partners, learn to create a special emotional environment that is attractive to students. Game forms can be used in both primary and high school, as well as used in non-traditional lessons. Despite the general recognition of the positive impact of games on the development of cognitive activity and independence of students, they have not yet found a sufficiently deep and thorough solution in the methods of teaching subjects. Most teachers, methodologists call the game, which is carried out in the learning process, didactic.
The technology of game forms of education is aimed at teaching students to be aware of the motives of their teaching, their behavior in the game and in life. To form goals and programs of one's own, as a rule, deeply hidden in a normal situation, independent activity and foresee its immediate results.
Four organizational forms of play activity can be distinguished: individual, pair, single, collective, mass. * Individual forms include the game of one person with himself or with various objects and signs.
* A single form is the activity of one player in a system of simulation models with direct and feedback from the results of achieving their desired goal.
* The pair form is the game of one person with another person, usually in a competitive or rivalry setting.
* A group form is a game played by three or more opponents pursuing the same goal in a competitive setting.
* The collective form is a group game in which the competition between individual players is replaced by opposing teams.
* The mass form of the game is a replicated single player game with direct and feedback from a common goal, which is simultaneously pursued by many people
The technology of educational games is the practical implementation of pedagogical theory and the receipt of predetermined results in the pedagogical process. The technology of the game is based and developed on the basis of the wide application of pedagogical ideas, principles, concepts, rules. The specific and immediate goal of gaming technology is the spontaneously directed development of the personality of a playing schoolchild. This is a systematic and consistent implementation in practice of the concepts of innovative processes in education, pre-designed processes in education. Designed in advance on the basis of those ideas that are recognized in the world as highly significant values of the individual and society. It should be noted that the educational game is a creative repetition of a specific human activity on a deeply personal level with elements of original novelty, usefulness and significance in conditions of independence or competition with an opponent. During the game, associative, mechanical, visual and other types of memory are triggered at the request of the game situation, and not at the request of the teacher. To win the game - competition, you need to remember a lot, comprehend in a short period of time. In other words, the game in the lesson is a complex carrier of information.
The pedagogical axiom is the provision according to which the development of intellectual abilities, independence and initiative, efficiency and responsibility of schoolchildren can only lead to the presentation of genuine freedom in communication. Involving them in such an activity in which they would not only understand and test what they are offered as an object of assimilation, but also in fact be convinced that their success in self-development, their fate as a specialist to an initial degree depends on their own efforts and decisions.
The place of the game system in the course of chemistry.
The game takes 1/5 of the time, without crowding out practical activities. The student’s learning takes place by influencing his organs of vision: demonstration of experiments, reading material (50% of what is observed, 30% of what is read remains in memory), hearing - the teacher’s monologue, dialogue with the teacher, with classmates (10% of what he hears remains in memory), practical activities the student himself, independent work (90% of what he did himself remains in memory). You can either force or interest a student to learn the necessary material. The game involves the participation of all participants to the extent that they are capable. The educational material in the game is assimilated through all the organs of receiving information, and this is done naturally, as if by itself, while the student's activity is creative. There is a 100% activation of the activity of students in the lesson. Moreover, intellectually developed children occupy a leading position, teaching the lagging behind in a team game. It is known that the word of a peer has more weight for a teenager than the word of a teacher. Competitiveness in work, the opportunity to consult, an acute shortage of time - all these game elements activate the learning activity of students, form an interest in the subject.
Psychological and pedagogical tasks of the game system.
1. The study of new material, the formation of skills, generalization and control of knowledge.
2. Disclosure of the creative possibilities of students.
3. Education of collectivism and mutual assistance in solving difficult problems.
4. Mutual learning. Many games involve a deliberative process. In a group where strong and weak students are gathered, there is a process of mutual enrichment of information and skills.
5. Raising a sense of empathy for each other.
6. Formation of practical skills.
Types of games in the system.
According to the form of activity, the game can be divided into individual, pair, group, general class.
According to educational tasks for games that study new material, form skills, many games of a generalizing nature, repetition and control of knowledge
By types: cognitive, role-playing, business, complex.
According to the form of holding: games - auctions, protection. Journey through the stations, press-conferences, games-research.
Recently, a large role is given to electronic test and computer games in education. Testing is becoming a widespread form of knowledge testing, and a game form is used here. From 7th to 11th grade, the complexity of the games increases.
game criteria.
1. The game should be designed for one lesson.
2. The gamers should not be difficult to understand their rules.
3. The game should not become morally obsolete.
4. The game must be massive, covering all students.
5. Grades should be given easily, students should understand how the final grade was obtained.
6. The game must be dynamic to maintain interest in it.
Positive emotions that arise in students during the games help prevent their overload, ensure the formation of communicative and intellectual skills. The game is a good tool for educating students in responsibility for the task assigned, the ability to work collectively and independently. It contributes to the activation of cognitive activity, the identification of organizational and other abilities.
Requirements for conducting didactic games.
1. Correspondence of the theme of the game with the theme and purpose of the lesson
2. Clearness and certainty of the goal and direction of the game.
3. The significance of the game result for the participants and organizers of the game.
4. Compliance of the content of the game with the nature of the problem being solved.
5. The feasibility of the game actions used in the game according to their types, the nature of the complexity. 6. Understandability and accessibility of the game participant's idea, simplicity of the game plot.
7. The stimulating nature of the game.
8. Accuracy and unambiguity of game rules and restrictions.
9. Objective criteria for assessing the success of the game activity of schoolchildren.
11. Favorable psychological climate of relationships
12. Space for personal activity and creativity.
13. An obligatory element of competition between the participants in the game.
exercise lessons
are carried out both in the classroom and in extracurricular educational work. They usually take 10-15 minutes and are aimed at improving the cognitive abilities of students, they are a good tool for developing cognitive interests, understanding and consolidating educational material, applying it in new situations. These are various quizzes, crosswords, rebuses, chainwords, charades, puzzles, riddles.
travel games . They can be carried out both directly in the classroom and in the process of extracurricular activities. They serve mainly the purposes of deepening, comprehending and consolidating the educational material. The activation of students in games - travel is expressed in oral stories, questions, answers, in their personal experiences and judgments.
Story (role-playing) game. It differs from exercise games and travel games in that the conditions of an imaginary situation are staged, and students play certain roles. While traditional methods of learning and teaching—such as lecture, discussion, and writing—can be successful in helping students acquire knowledge of factual material and essential theoretical assumptions within which future experience can fit, these methods are deficient in at least two respects. Role play is one of those unique experiential learning techniques that helps the student deal with the uncertainties and challenges of life. The second area where traditional methods need to be complemented is in the area of transferable interpersonal and communication skills. No matter how much a student reads and observes, these skills can only be fully developed by applying them in real interpersonal contacts. The interplay of verbal and non-verbal behavior is too complex to be reduced to a few simple rules. Interpreting feedback signals received from other people and responding to these signals holds the key to effective interpersonal communication.
The Benefits of Role Playing (according to Chesler and Fox)
1. Helps the student express hidden feelings.
2. Helps the student to feel the feelings of others and understand their motivation.
3. Gives you the opportunity to practice different types of behavior.
4. Highlights general social problems and the dynamics of group interaction, formal and informal.
5. Allows lively and direct presentation of academic descriptive material.
6. Is motivating and effective because it involves action.
7. Provides feedback to both the student and the mentor.
8.Group can control content and tempo.
9. Eliminates the gap between learning and real life situations.
10.Changes settings.
11. Teaches to control feelings and emotions.
The game is a competition
may include all the above types of didactic games or their individual elements. To conduct this type of game, students are divided into groups, teams, between which there is a competition. An essential feature of the game - competition is the presence in it of competitive struggle and cooperation. Elements of competition occupy a leading place in the main game actions, and cooperation is determined by specific circumstances and tasks. The game-competition allows the teacher, depending on the content of the material, to introduce into the game not just entertaining material, but very complex issues of the curriculum. This is its main pedagogical value and advantage over other types of didactic games.
In real learning practice, all types of games can act both as independent and as mutually complementary. The use of each type of games and their various combinations is determined by the characteristics of the educational material, the age of students and other pedagogical factors.
Game is the most active form of human activity. You will rarely meet a child (and an adult) who is not participating at a certain moment in any game. A flexible system of educational games allows you to study with interest, and this interest only increases from the possibility of choosing games. This model of education, in comparison with the traditional one, is more promising. Carried out according to the scheme student - teacher - student, it allows students to independently choose their own path of development (education), perhaps doing it unconsciously, intuitively, and the teacher acts as a catalyst: his skills and knowledge help the student develop faster. Lessons based on the game method significantly increase students' interest in the subject, allow them to better remember the wording, definitions, liberate the student, his thinking.
Game stages include:
1. Preliminary preparation: the class is divided into teams, approximately equal in ability, homework is given to the teams.
2.Game.
3. Conclusion on the lesson: conclusions about the work of the participants in the game and grading.
To study gaming activity in the learning process, I used the methods of scientific and pedagogical research, and to study the practical side, I turned to the methods of studying experience. Methods were used: conversation, questioning, interviewing.
Research on the use of gaming activities took place at school No. 33. To clarify the goals and objectives of the game as a teaching method, in what cases and at what stages it is carried out, a survey was conducted with school teachers. An analysis of the questioning of subject teachers showed that only 4 out of 12 constantly use the didactic game in the educational process. From subject teachers who have never used didactic games, the following answers were received:
* some believe that their subject is one of the most difficult subjects in the school curriculum and therefore, it is inappropriate to use games to master the educational material;
* others believe that they have already worked out their teaching methods and there is no need to change them;
* others believe that it is quite difficult to organize the learning process using didactic games and it is more acceptable to organize the pedagogical process in the form of a lesson and use established teaching methods.
From the experience of organizing gaming activities of a particular subject teacher. This is a mathematics teacher of 5-11 grades, work experience at school for 26 years. She uses didactic games and quite successfully. In the lessons she uses various forms of games: individual, group, collective. The choice of form depends on the goals and objectives of the lesson. The goal is chosen depending on the result to be achieved. In her opinion, it is preferable to use the game at the stage of checking and consolidating the educational material. An analysis of the results of the games conducted shows that knowledge is consolidated and improved, psychological qualities are developed, students are educated in speech, the ability to correctly and logically express their thoughts, the development of the ability to find optimal solutions, etc. Based on her pedagogical experience, the teacher believes that children love to play in class, but they don't always follow the rules. Most often this happens in a group game where children try to help each other. In this case, it does not stop the gameplay, but makes the rules of the game more stringent. In her opinion, the game cannot be used in the following cases: if the game does not correspond to the level of development of students, that is, even with a clear explanation of the rules, it causes some difficulty in their implementation. In her opinion, this does not correspond to the consolidation of knowledge, but disperses attention to solving tasks abstracted from the topic.
If the kids don't want to play.
If the game is new - new games should be checked. Throughout the entire process of playing in the lesson, it is necessary to carefully monitor so that a conflict situation does not arise between children and relationships in the class do not deteriorate. If she noticed this, she intervened in the game and diverted the attention of the children to solving other problems in the game itself. The teacher believes that the game helps students develop personally, this is the ability to cooperate with peers, the ability to
listen and accept the opinions of others.
In order to understand how to make the use of games more effective for teaching and educating students, how to use games and at what stages it is preferable, studies were conducted among students. The analysis of the responses gave the following results:
1. Games in the classroom are liked by everyone without exception.
2. Most students would like to play in every lesson, but only if this game is interesting to them.
4. The first place in games is occupied by a history lesson, where the teacher allows children to stage various historical events, offers to come up with their own course of events, etc.
5. Students may not like the game, if the organization of the game does not take into account the interests of students, the content of the game does not correspond to the topic of the lesson or the hobbies of students.
6. The desire of students to participate in the game very often depends on their relationship with the teacher, as a result of which the teacher needs to think over his actions, track the reaction of students to these actions and draw conclusions.
7. Most children like to win in the game. This striving for victory ensures the learning and development of students in play activities.
Thus, the analysis of the work of the subject teacher and the study of the gaming activities of students in the classroom made it possible to detect negative aspects in the use of games in the learning process:
*First, it often takes a lot of time to explain the rules and demonstrate the game (especially for teachers with little experience in organizing games). Often this leads to the fact that children do not have time to study or consolidate the material in the remaining time.
*secondly, the game mechanism is often violated, i.e. violated the strict order of the game actions. Most often this is observed in group and collective forms of games, which leads to confusion, and most importantly, to questionable results;
* thirdly, after the games (especially in the middle classes) it can be difficult to restore discipline in the classroom, which is what teachers complain about when children come to the next lesson.
* in - fourthly, when conducting paired, group and collective forms of play, competition between children sometimes develops into unhealthy rivalry, which teachers do not always have time to notice, much less prevent. This leads to damaged relationships between children outside the game.
An analysis of observations of gaming activity and its results revealed that the use of gaming forms of learning is not always an effective method for strengthening or expanding knowledge.
For teachers who use games in educational activities, the following recommendations have been developed:
1. When choosing game forms of learning, you cannot rush and act alone,
2.. Never take other people's games on faith without proper verification.
3. It is necessary to convince yourself of the effectiveness and attractiveness of the game by playing with colleagues and well-playing children.
4. Developed games should not be taken to class immediately. It often happens that the game stops at the most interesting place and no amount of restoration can restore the previous course of the game. To prevent this from happening, it is necessary to work with colleagues again, to see what difficulties there were, especially in collective games, to check again which of the students can be the main assistant in the game.
5. Nowhere, never and no one should be forced to play. All people are equal before the arbiter and everything must be built on voluntary cooperation.
6. You can not afford to play with children down or follow their lead. At the same time, no matter how funny and fun it is in the game, it is necessary to observe all the signs of rigor and unfailing exactingness.
Bibliography:
1. Manuleiko Z.V. "Change of the child's motor skills depending on the conditions and motives", M.-69;
2. Pidkasisty P.I., Khaidarov Zh.S. "Game technology in learning and development", M.96.
3.Heyzinga I. "A man playing", M.92;
4. Shmakov S.A. "Her Majesty the game", M.92;
5. Elkonin D.V. "Psychology of the game", M.78 .;
6. Pavlova N.S. Educational games in chemistry lessons. Chemistry at school”, 6,2000, p.35;
ATTACHMENT 1.
Questionnaire for teachers.
1. Do you use games in the pedagogical process?
2. What forms of play do you consider the most successful in the educational process?
3.When do you use the game?
4. At what stages of the lesson is it preferable to use the game or its elements?
5. What goal do you most often pursue using a didactic game?
6. Do you consider it appropriate to use the game in the lesson?
7. What results do you most often want to achieve, and do you manage to do it?
8. Do children like to play in the lessons?
9. Do children follow all the rules of the game?
10. When should games not be used?
11. What psychological qualities of the child does the game develop?
12. Is it advisable to use the game to develop the qualities of a student's personality?
APPENDIX 2
Questionnaire for students.
1. Do you like it when the teacher uses the game in the lesson?
2. How often would you like the game to be used in class?
3. What form of play do you like more: individual, group or pair?
4. What lessons do you like to play (list)
5. Are there times when you don't like to play and why?
6. Does your desire depend on the teacher using the games?
7. What do you like most about the game?
Lesson - the game "Russian Lotto"
Terms of the game: five teams participate in the game. Each team receives a card with the numbers of ten questions. The teacher or the host of the game takes out a barrel with numbers from the bag. The team that has this number on the card gets the right to answer. If the answer is correct, then the team receives a keg and puts it on the corresponding number on the card. If the team could not answer the question correctly, then the keg remains with the host and the other team gets the right to answer, which receives a token for the correct answer. For this token, you can redeem the keg that was taken out of the bag, but remained with the leader. The first team to place kegs on all card numbers wins. This game can be played in the lessons of generalizing repetition or throughout the course.
Lesson - the game "Auction".
Tasks on any topic are put up for auction, and the teacher agrees in advance with the guys on the topic of the game. The game is played by 3-5 teams. Lot No. 1 is projected on the screen with the help of an overhead projector - five tasks on this topic (you can write the tasks in advance on the board, on the poster, or use ready-made, printed texts) The first team selects the task and assigns a price to it from 1 to 5 points. If the price of this team is higher than those given by others, it receives a task and completes it. The rest of the tasks must be bought by other teams. If the task is solved correctly, the team is awarded points (or part of them) are removed. The advantage of this simple game is that when choosing a problem, students compare all five problems and mentally scroll through their solution.
Lesson - the game "Labyrinth".
(view of knowledge on a topic, section, etc.)
The class is divided into 3 - 5 teams, and each team is made up of guys of different abilities so that the teams are equal in strength. There are tables in the classroom, the number of which depends on the number of topics chosen. There are table numbers on the tables, tasks for each player on different topics, and the tasks are 3-level according to the abilities of the students, the tasks in the envelope are numbered and each student knows his task number. (You can do tasks to do tasks on 3-level tests, lay out printed tests on tables and announce to students in advance the tasks of which level he solves).
The guys draw lots, who from which table, on what topic, starts working, in what order. An expert sits at each table (it can be a strong student of this class or a high school student who checks the correctness of the solution of the problem.) Each expert should have a control card with the solution of problems at each table calculates the number of points for each solved problem in individual cards for each student, setting his painting and points to the team fund, putting them on the team card. The team that gets large quantity points and each student is given an average score in the magazine according to their individual cards.
Lesson - the game "Own game"
Organization of the lesson: two teams take part in the game. Each team chooses one or more main players (you can play with the whole team), all the rest are fans. The game is played in three rounds.
1 round - 15 minutes.
The facilitator names two categories of questions that will be played out. Each category has 5 questions of varying difficulty.
Teams can get from 10 to 50 points for a correct answer. The main player chooses the category and cost of the question, the presenter reads out the question, the time for reflection is 1 - 2 minutes. The player who raised his hand first gets the right to answer. If he gave the correct answer and managed to substantiate it, then the cost of the question is added to the team. If the main player gave an incorrect answer, then the cost of the question is removed from the team's account. If no main player has given the correct answer, then the question goes to the fans. They can bring the team half the cost of the question in case of a correct answer.
2 - round - 15 minutes.
3rd round - 5 minutes. The facilitator announces the topic on which the question will be asked. The main players assign the cost of the question (any, but not more than the number of points that the team has). After that, the question is read out and 5 minutes are given for reflection. At the end of the game, the results are summed up and the winner is awarded.
Lesson - the game "Domino".
Cards are prepared for the game, each of which is divided into two parts. These parts contain assignments and answers. Cards are distributed to the participants of the game. The players take turns arranging the cards so that each next card is logically connected with the previous one. In this case, it is necessary to theoretically substantiate the fact that is written on the player's card. If the student incorrectly put up a card or failed to explain the reason for putting it up, then he skips a move. The player can use the referee's help, but loses 100 points.
The first person to show all the cards wins.
Methodical instructions for the organization of the lesson:
The game is held in the classroom as one of the stages of group work for repetition and consolidation of knowledge on the whole topic or on several topics. It is assumed that there are several sets of games to activate the work of students.
Each group must have an orbitr who will evaluate the correctness of the answer. They may be the most successful student in the class.
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, the 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, on which it depends 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 educator 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 plot-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 educator 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 story 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.
The concept of "game" and "game activity". Leading signs of gaming activity.
The game is of great importance in the development of civilization. We can say that the civilization "grew" from the game.
The game is a powerful tool in:
1. Socialization of the individual (socialization is the process of mastering and entering a person into society, studying the values of this society).
2. Restoration of vitality (recreation).
3. Training and advanced training (business games) Also, the game is a means of correcting physical and mental development and a means of correcting interpersonal relationships. So, the definition of the concept of "game" is as follows.
The game is:
1. Performing some conditional tasks in conditional time and space.
2. Acting, performance.
In the usual sense, a game is a designation of the rules, attributes, etc. necessary to perform some action (this definition is passive). The game requires intellectual and physical efforts for its implementation. These efforts to implement the game are called game activities.
So:
Game activities are efforts aimed at implementing the rules and conditions of the game and game tasks.
There are several main signs of gaming activity:
1. Is voluntary;
2. Unproductive
3. Passes by the rules that govern it;
4. Always associated with tension (intellectual, physical).
The greater the tension, the greater the significance of victory and participation (prizes), the greater the buzz from the game, the stronger the effect of a person's self-affirmation in the game. The last position is especially relevant. It is self-affirmation that is the main leading stimulus in the game (especially in games on television). Speaking of tension, it is important to note that it must necessarily be adequate to the audience.
Leading signs of gaming activity.
Game - a collection of concepts, rules and regulations that determine the behavior of the player.
Gaming activities are physical, intellectual and emotional efforts aimed at fulfilling 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, self-control and self-esteem skills, the formation of will, purposefulness, 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.
J. Huizinga, having studied in detail the nature, meaning, ontology of the game in the history of mankind, writes: "... Genuine culture cannot exist without a certain game content, because culture presupposes a certain self-restraint and self-control, a certain ability not to see something limiting in one's own aspirations. and higher, but consider oneself within certain, voluntarily accepted boundaries.
The game- organization of an imaginary situation in which they actually act, using their knowledge, skills, experience, but according to the established rules, in accordance with their role in the game. A person's love for the game, the desire to enter the game situation is a powerful motivation, as it is conditioned by the need for creative and transformative activity. In the game you can show yourself, measure your strength, learn something, gain experience, enter into that communication that is not possible in ordinary life. The ability to play is an indicator of the culture of a person and society as a whole.
Game Definition - this is a set of some norms and rules, the necessary props and accessories that are needed to organize gaming activities.
Approaches to the nature of the game:
G. V. Plekhanov connects the origin of the game with magical and cult needs, with labor processes; the English philosopher G. Spencer regards the game as a manifestation of "an excess of strength"; the Austrian psychologist K. Buhler sees the reason for the game in functional pleasure, and Z. Freud considers the game as the realization of desires repressed from life, etc.
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.
The game- performance of game tasks on a competitive basis. This concept is passive.
Game activity- these are emotional, intellectual and physical efforts aimed at achieving a game task (that is, this concept is active).
Signs of gaming activity:
27 she's not productive
28 voluntary
29 passes by certain rules
30 is associated with emotional, intellectual and physical stress (it contains the pleasure of the game). It should be adequate to the audience (if the contests are too simple, the audience does not play).
Game structure characterizing it as a universal concept.
1 game context, including: game zone (real or psychological); time and space, within the boundaries of which the game action is carried out. The context of the game is, according to M. M. Bakhtin, an atmosphere of quick and abrupt changes, risk and accomplishments.
The game creates a new model of the world acceptable to its participants. Within the framework of this model, a new imaginary situation is set, the semantic meanings of objects and actions change, time is often “compressed”, filled to the brim with intellectual and emotional events. In order for a new game world to arise and begin to live, the vectors of aspirations, desires, and creative capabilities of the people playing must coincide. Other factors also influence the development of the game world: the players' possession of the game technique, their understanding of their place in the real and game world, the attitude of others to the individual and to the game itself, the cultural situation as a whole that affects the position of the game and gaming communities.
2 Rules of the game, which, according to A. G. Asmolov, "can be considered as authorized representatives of the trend towards sustainability, stability, and the repetition of life." And then he adds that, nevertheless, "no rules adopted in the game make it possible to predict all moves, all possible options, i.e. it turns out that the game is at the same time, as it were, a repository of norms that preserve the stability of being, and the school of socialization, readiness for the unpredictability of life." On the one hand, the game is a rigid structure, since it requires the participants to comply with the rules that determine its course. On the other hand, the rules of the game, while limiting degrees of freedom, allow, however, a variety of improvisations and variability of behavior. Thus, the game forms a contradictory unity of freedom and necessity, givenness and hypotheticality, the rigidity of game circumstances and the conventionality of behavioral boundaries.
3 plot (scenario move. Often two methods act as a scenario move: travel and disenchantment / liberation),
4 risk - it increases the situation of excitement,
5 win (there is no game without a win, this may not be a material gain; most games are competitive in nature, the reward for winning is a prize)
7 game role.
The game comes in a variety of forms.(M. S. Kagan)
1 activity of nature, independent of man (waves play, the wind whistles);
2 special human activity (playing an actor, playing an athlete, etc.);
3 development of the physical and creative powers of a person (a game of the imagination of an artist, designer, racer, etc.);
4 is an independent form of activity (its essence is actually a game: a game of billiards, a game of chess, a business game, etc.).
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 of professional activity, modeling the system of relations characteristic of a certain type of activity;
e) the military, predicting the course of the battle.
Psychological and pedagogical possibilities of the game:
1 socialization of the individual, i.e. acceptance by the individual of the norms and values of society.
2 development of interpersonal skills
3 activation of the educational process and professional training (the so-called "business games").
4 Correction of behavior and physical development of the individual
5 Diagnostics of the mental and professional development of the individual
Game Features(each game is multifunctional):
1 The game intensifies his cognitive, creative, communicative powers; It has group-forming and rallying nature. Role play is an effective means of correcting one's own and others' experience, self-image and self-concept. This indicates that with the help of the game you can share experience.
2 Characteristics of the game: entertainment, entertainment, emotionality, relaxation, etc. Those. it can be argued that it fully implements the function recreation.
3 Personal development: teach think creatively, act actively, develop special skills, such as sociability and sociability, the ability to make creative decisions, organizational skills, the ability to show initiative, reveal one's hidden talents and abilities, and much more. The charm of the game is that each participant needs to show many personal qualities: will, risk, perseverance, resourcefulness, etc. This game imitates life itself, where an individual often has to show the same properties. At the same time, the game creates a situation of rapidly changing mental sensations and states: excitement of risk, expectation, impatience, tension, joy of victory, bitterness of defeat, etc.
4 Such situations not only contribute to emotional release, but also charge with new energy.
5 Conflict prevention in terms of competition.
6 By playing together, people get to know each other better, build models of behavior and communication with each other, of course, performing various game tasks leaders stand out capable of captivating people.
There are general requirements for games that are carried out at certain stages of their organization and providence.
1. The formulation of the pedagogical goal, which in turn determines the form, nature and content of the chosen game. The game can be used as a pedagogical technique for the development or development of certain qualities, skills and abilities. In addition, the game can be used as a didactic one, aimed at the perception and consolidation of new knowledge, verification and familiarization with the ways of implementing this knowledge both in artistic reality and in everyday life.
2. Definition of the theme and name of the game. At the second stage of organizing games, specific tasks are formulated that need to be solved in these conditions with a given audience (taking into account the age and number of players, their psychological and physical characteristics, the level of general development, knowledge, skills and level of interest in this type of artistic activity.)
The formulation and solution of the tasks set should be aimed at developing a focus on social values in children. For it is the orientation, characterized by the interests, inclinations, beliefs, and ideals that dominate the individual, that indicates social activity.
3. Implementation of preparation for the game (its name, gaming equipment, venue, audience composition and time frame of the game).
4. Implementation of the game action (familiarity with the rules of the game, a brief description of the course of the game and compliance with the conditions for its conduct).
The successful application of the game occurs only under a number of conditions: the game must carry a positive emotional charge in a wide variety of game situations; all participants of the event should be involved in it and the change of roles of the players should be carried out; it should provide for overcoming certain difficulties that become more difficult during the game; the element of competition must be introduced into the game.
5. Analysis of the obtained results and evaluation of the results. The criteria for evaluating the results are:
a) fulfillment of the conditions of the game;
b) compliance with the basic requirements for the game;
c) the degree of solution of the tasks;
d) the level of achievement of the goal.
In the process of the historical development of children's leisure, a huge arsenal of forms of play activity has been accumulated:
1 Journey game
2 Quiz game
3 Stage play
4 Improvisation game
5 Fantasy game
6 Debate Game
7 Role-playing game
8 Dramatization game
10 Outdoor games
The mass work of children's leisure institutions is based on the use of the whole variety of game forms.
As criteria results evaluations are: a) fulfillment of the conditions of the game; b) compliance with the basic requirements for the game; c) the degree of solution of the tasks; d) the level of achievement of the goal. The evaluation of these parameters, described above, will determine the pedagogical effectiveness of the game as a whole.
Thus, the socialization of children, adolescents and youth in the process of leisure activities is carried out the more successfully, the more actively the game is used as a method of influence. The game in the hands of an experienced teacher is the tool with the help of which an elegant transition is made from children's curiosity, pleasure and, maybe even whim, to purposeful and systematic creative activity for socialization.
26.2. The main stages and contradictions in the development of an amateur community.
Self-activity is an activity performed by a person according to an internal need to realize himself, his strengths and abilities, the need to know the world and embody himself in deeds.
Associations have arisen, live, experience crises - this is a developing living social mechanism.
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. 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.
