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 civilization “grew” from the game.

The game is a powerful tool in:

1. Socialization of the individual (socialization is the process of a person’s assimilation and entry 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 adjusting interpersonal relationships. So, the definition of “game” is as follows.

The game is:

1. Performing some conditional tasks in conditional time and space.

2. Acting, performance.

In the usual understanding, a game is a designation of rules, attributes, etc., necessary to perform some actions (this definition is passive). The game requires intellectual and physical effort for its implementation. These efforts to implement play are called play activities.

So:

Gaming 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. It takes place according to the rules that regulate it;

4. Always associated with tension (intellectual, physical).

The greater the tension, the greater the significance of victory and participation (prizes), the greater the thrill of 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 driving incentive in the game (especially in games on television). Speaking about tension, it is important to note that it must be adequate to the audience.

Leading signs of gaming activity.

A game is a collection of concepts, rules and regulations that determine the player’s behavior.

Gaming activity is physical, intellectual and emotional efforts aimed at completing gaming tasks.

This activity has its own characteristics and formal characteristics.

Leading signs of gaming activity

It proceeds according to the rules; in some cases there is a dictatorship of the rules.

Voluntary and free, i.e. a person participates in play activities at will. Incentives: desire for self-affirmation, desire for imitation, desire to receive a prize. The game is not productive, it produces nothing. (Or rather, we 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, and this is the basis of pleasure. The higher the tension, the greater the pleasure. Tension tells us about the status of the participant (eg Olympic Games). Winner status. Emotional elation during 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 and participants are real!!! With a methodologically competent approach to organizing the game, gaming activity can have the following impact on the individual: Recreational (removing or reducing emotional, physical, intellectual stress caused by the load on nervous system active mental work, physical labor, strong emotions, etc. The game stimulates organs that were previously inactive and thereby restores the balance of his forces.) Physical development personalities

Mental development (collective emotion, teamwork skills, psychological compatibility, skills of self-control and self-esteem, formation of will, determination, a person’s ability to take a blow). Career guidance work. Corrective influence as a means of correcting personality and interpersonal relationships. (The game introduces complex human relationships into the real context. In gaming activities, there are absolutely real social relationships that develop between the players. The game contributes to the development of the team) Game - 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 child or adult team)

A child plays because he develops and develops because he plays. Play for a child is an active means of education and self-education. During the game, the child explores and becomes aware of the world around him. The game is a wide space for the manifestation of one’s self, personal creativity, self-knowledge and self-expression.

For a child, play is a way of finding oneself in a group of comrades, in society as a whole, in the universe; The game solves problems of interpersonal relationships, compatibility, partnership, friendship, camaraderie. Those. social experience of relationships between people is learned and acquired.

1. Game - like acting (inventing someone or something for the purpose of pleasure)

2. Game - like overcoming obstacles with the goal of winning.

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 play - gaming activity is physical, intellectual or emotional data aimed at completing gaming 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 developmental activity, undertaken only at will, for the sake of pleasure from the process of activity itself, and not just from its result (procedural pleasure);

- creative, highly improvisational, very active character this activity (“field of creativity”);

- emotional elation of 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 : combat (physical and spiritual), love, imitative, social.

A. Gomm distinguishes between dramatic games and games based on “dexterity and luck”; wedding games, games based 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 abductions; fishing; struggle and competition; games with singing and dancing; hiding and searching games; leapfrog; blind man's buff; forfeits; ball games, etc.

Play activity- this is a special sphere of human activity in which a person does not pursue any other goals other than receiving pleasure, pleasure from the manifestation of physical and spiritual powers.

In pedagogy, it is customary to distinguish between subject-based, plot-based, movement and didactic games. In its turn, Story games are divided into role-playing, “directing” 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: 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. The rules in them exist implicitly. They are in the norms of behavior of reproduced heroes: the doctor does not set his own thermometer, the passenger does not fly in the cockpit.

Let's consider main components role playing game : theme and content - the area of ​​reality displayed in the game. An imaginary situation is an image of a game, its model, which arises as a result of 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 reproduced by children, events that reflect the theme and specify the content of the game. Role-playing games They are divided into role-playing games, dramatization games, and director's games. The plot may include theatrical children's parties, carnivals, construction, design games and games with elements of labor.

Director's games- games in which the child controls the imaginary situation as a whole, acting simultaneously for all participants: for all the animals in the menagerie, for cars, trams, pedestrians on the street, for soldiers, etc. Director's games can also be group games. In such games, the experience of coordinating plans and plot actions is accumulated especially intensively.

Outdoor games- the most important means of physical education of children. They always require active motor actions from the players 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 constantly changing conditions. Hence the high dynamics of relationships: he constantly strives to create an advantageous position for himself and his teammates in comparison with the “enemy”. They include various team relay races, folk games championships, ball and jump rope championships.

Complex types of competitions have become widespread: “Sportlandia” (the country of the strong, dexterous, resourceful, and skillful) was born in Belarus, “Fun Starts” was born in Volgograd, and “May Relay Race” was born in Arkhangelsk. Competitions held between classes, schools, recreational and summer camps attract a lot of spectators. Game tasks addressed to them allows us to make these competitions even more widespread.

Didactic games- a type of games with rules, specially created by pedagogy for the purpose of teaching and raising children.

Based on the nature of the material used, didactic games are divided into three groups:

P rare e - these are mainly educational toys and materials,

- desktop-printed e - games based on the selection of pictures based on the principle of similarity of their addition from parts of the whole (for example, cut pictures). Developing logical thinking, board-printed games They also carry an important cognitive load: they introduce children to representatives of the animal and plant world, the purpose of household items, technology, seasonal natural phenomena, etc.

- word games include the majority 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 didactic play is viewed too narrowly - only as a means of intellectual development of the child. However, the game form of education is actively used to implement the tasks of labor, aesthetic, and emotional-moral education.

Games can be divided into independent typical groups:

1. Form:

Actually games of all kinds; games-festivities, game holidays; gaming folklore; theatrical play performances; game trainings and exercises; game questionnaires, questionnaires, tests; variety game improvisations;

Competitions, competitions, confrontations, rivalries, contests, relay races, starts;

Wedding rituals, gaming customs;

Hoaxes, practical jokes, surprises; carnivals, masquerades; game auctions, etc.

In the leisure practice of children and adults, the most structurally designed play models have developed and become established, such as; like KVN, “Field of Miracles”, “What? Where? When?”, having a plot space and a clearly defined form.

2. According to 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-term, temporary, short-term, minute games).

Winter games: on a snow playground, skiing, sledding, on ice.

Competitions are held for accuracy, speed, and relay races, for example: “Taking the winter town”

Summer games: on the playground, on the asphalt, on the beach, on the water, in the clearing, in the yard, for example, “Stilts”, “Hopscotch”.

3. By venue. These are tabletop (table), indoor, street, and yard games. Games in the air, games in the area (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, active, intellectual, construction and technical, musical (rhythmic, round dance, dance), therapeutic, correctional (psychological games-exercises) , comic (fun, entertainment), ritual and ceremonial, etc. In terms of content, they are “free” (free), which reflect: military, wedding, theatrical, artistic; everyday games of profession; ethnographic games. There are positive social and ethical games and asocial ones (games for money and things, selfish, criminal games, life-threatening games, gambling).

Catch-up (catch) games, simple and complicated;

Games with searching for players or objects;

Games with quickly finding your place;

Round dance games;

Games with resistance and struggle;

Games with throwing a ball with a rounder;

Games with rolling and throwing objects (stones, sticks, bones, chocks, towns);

Games - relay races;

Amusement games;

Prank games, etc.

5. By composition and number of participants :

By age, gender, composition, number of participants.

In this regard, games for younger children (infants, preschoolers), games for younger, middle and older children are practiced. school age, as well as games for adults. Objectively, there are games for boys (teenagers, young men, men) and games for girls, girls, and women. These games have special traditions and special rules. Depending on the number of participants, there are different types of games: single, individual, doubles, group, team, and mass.

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, objects, toys, costumes). There are games without objects and with objects (with a ball, rope, rope, hoop, etc.); computer games; games - slot machines; games - attractions, etc.

When writing and constructing a game program, the theme, purpose and objectives are always taken into account; technology game programs, the specifics are also taken into account age characteristics, for example, a preschooler, a primary school student, a teenager, etc. In order for the game to be more interesting and exciting, every screenwriter, teacher or organizer should know and take this into account.

Omsk State Pedagogical University

GAME ACTIVITIES IN THE LEARNING PROCESS

(creative task on pedagogy)

Completed by: Faculty student. foreign language. gr.315

Vagina I. B.

Scientific adviser:

Kabirova Zh. M.

Introduction........................................................ ........................................................ ............3

Chapter 1. Theoretical foundations of using games in the learning process.................................................... ........................................................ ..............................5

§ 1. History of the issue................................................... ..............................5

§ 2. Psychological foundations of the game.................................................... ......7

§ 3. Game technology in the learning process...............................................12

Chapter 2. Research material.................................................... ...........19

§ 1. Analysis of the teacher’s work experience in using games in the learning process.................................................... ........................................19

Conclusion................................................. ........................................................ .....24

Bibliography................................................ ........................................25

Applications........................................................ ........................................................ ....26

Play is the most accessible type of activity for children, a way of processing impressions received from the surrounding world. The game clearly reveals the characteristics of the child’s thinking and imagination, his emotionality, activity, and developing need for communication.

An interesting game increases the child’s mental activity, and he can solve a more difficult problem than in class. But this does not mean that classes should be conducted only in the form of games. Play is only one of the methods, and it gives good results only in combination with others: observations, conversations, reading and others.

While playing, children learn to apply their knowledge and skills in practice and use them in different conditions. A game is an independent activity in which children interact with peers. They are united by a common goal, joint efforts to achieve it, and common experiences. Play experiences leave a deep imprint on the child’s mind and contribute to the formation of good feelings, noble aspirations, and collective life skills.

The game takes great place in the system of physical, moral, labor and aesthetic education. The child needs active work, helping to increase his vitality, satisfying his interests and social needs.

The game is of great educational importance; it is closely related to classroom learning and observation. Everyday life.

They learn to solve game problems independently, find The best way implementation of plans, use your knowledge, express them in words.

Often a game serves as an occasion for imparting new knowledge and broadening one’s horizons. With the development of interest in the work of adults, to public life, to the heroic deeds of people, children have their first dreams about their future profession, the desire to imitate their favorite heroes. All this makes play an important means of creating a child’s orientation, which begins to develop in preschool childhood.

Thus, gaming activity is an urgent problem in the learning process.

The relevance of the problem determined the choice of my topic course work. An analysis of the works of P. I. Pidkasisty, Zh. S. Khaidarov, D. V. Elkonin, D. V. Mendzheritskaya, I. Huizinga and others made it possible to determine the purpose and objectives of the study.

Goal: to reveal the methodology of gaming activities in the learning process.

Goals contribute to solving the following tasks:

* based on the literature studied, determine the purpose of gaming activities in the educational process, the methodology for organizing gaming activities in the classroom;

* establish how often games are used in organizing the educational process and how effective it is;

The above tasks determined the range of pedagogical research methods:

* survey.

* observation.

The word “game”, “play” in Russian is extremely polysemantic. The word “game” is used in the sense of entertainment, in a figurative sense. E.A. Popravsky says that the concept of “game” in general has some differences between different nations. Thus, among the ancient Greeks, the word “game” meant actions characteristic of children, expressing mainly what we call “giving in to childishness.” Among the Jews, the word “game” corresponded to the concept of joke and laughter. Subsequently, in all European languages, the word “game” began to denote a wide range of human actions, - on the one hand, not claiming to be hard work, on the other hand, bringing people fun and pleasure. Thus, this circle of concepts began to include everything from the children's game of toy soldiers to the tragic reproduction of heroes on the theater stage.

The word "game" is not a scientific concept in the strict sense of the word. Perhaps precisely because a number of researchers have tried to find something in common between the most diverse and different-quality actions designated by the word “game,” we still do not have a satisfactory differentiation of these activities and a satisfactory explanation different forms games.

Research by travelers and ethnographers, containing material about the position of a child in a society at a relatively low level in the history of development, provides sufficient grounds for a hypothesis about the emergence and development of children's play. At various stages of the development of society, when the main way of obtaining food was gathering with the use of simple tools, the game did not exist. Children were included in the lives of adults early. The increasing complexity of tools, the transition to hunting, cattle breeding, and hoe farming led to significant change the child's position in society. There was a need for special training for the future hunter, herder and the like. In this regard, adults began to make tools that were an exact copy of the tools of adults, but smaller in size, specially adapted for children. Games and exercises arose. Children's tools increased along with the child's growth, gradually acquiring all the properties of adult tools. Society as a whole is extremely interested in preparing children to participate in the future in the most responsible and important areas of work, and adults in every possible way promote children’s exercise games, over which competition games are built, which are a kind of exam and public review of children’s achievements. Subsequently, role-playing (or plot) games appear. A game in which the child takes on and performs a role in accordance with some actions of adults. Children, left to themselves, unite and organize their own special play life, reproducing in the main features of social relations and labor activity adults.

The historical development of the game does not repeat itself. In ontogenesis, chronologically the first is role-playing play, which serves as the main source of the formation of the child’s social consciousness in preschool age.

Thus, childhood is inseparable from play. The more childhood there is in a culture, the more important play is to society.

Long before play became a subject of scientific research, it was widely used as one of the most important means of raising children. The time when education became a special social function goes back centuries, and the use of games as a means of education goes back to the same depths of centuries. In different pedagogical systems the game was given different roles, but there is not a single system in which a place in the game is not assigned to one degree or another.

The game is attributed to a wide variety of functions, both purely educational and educational, so there is a need to more accurately determine the influence of the game on the development of the child and find its place in common system educational work institutions for children.

It is necessary to more accurately determine those aspects of the mental development and formation of the child’s personality that primarily develop in play or experience only limited influence in other types of activities.

Studying the significance of play for mental development and personality formation is very difficult. A pure experiment is impossible here simply because it is impossible to remove play activities from the lives of children and see how the development process will proceed.

The most important thing is the importance of the game for the motivational-need sphere of the child. According to the works of D. B. Elkonin, the problem of motives and needs comes to the fore.

The basis of the transformation of play during the transition from the period of preschool to preschool childhood is the expansion of the circle of human objects, the mastery of which now faces the child as a task and the world of which he becomes aware of in the course of his further mental development, the very expansion of the circle of objects with which the child wants to act independently is secondary. It is based on the child’s “discovery” of a new world, the world of adults with their activities, their functions, their relationships. A child on the borderline of the transition from object-based to role-playing play does not yet know public relations adults, neither social functions, nor the social meaning of their activities. He acts in the direction of his desire, objectively puts himself in the position of an adult, and in this case an emotional and effective orientation occurs in relation to adults and the meaning of their activities. Here the intellect follows the emotionally effective experience. The game acts as an activity that is closely related to the needs of the child. In it, a primary emotional-effective orientation in the meaning of human activity occurs, an awareness of one’s limited place in the system of relationships among adults and the need to be an adult arises. The significance of the game is not limited to the fact that the child develops new motives for activity and tasks associated with them. What is essential is that a new psychological form motives. Hypothetically, one can imagine that it is in the game that a transition occurs from immediate desires to motives that have the form of generalized intentions, standing on the verge of consciousness.

Before talking about the development of mental actions during the game, it is necessary to list the main stages through which the formation of any mental action and the associated concept must pass:

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

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

* stage of formation of the actual mental action.

Considering the child’s actions in the game, it is easy to notice that the child is already acting with the meanings of objects, but at the same time relies on their material substitutes - toys. Analysis of the development of actions in the game shows that the reliance on substitute objects and actions taken away from them is increasingly reduced.

If at the initial stages of development an object is required - a substitute and a relatively detailed action with it, then at a later stage of the development of the game, the object appears through words - the name is already a sign of a thing, and the action is like abbreviated and generalized gestures accompanied by speech. Thus, play actions are of an intermediate nature, gradually acquiring the character of mental actions with the meanings of objects performed on external actions.

The path of development to actions in the mind with meanings separated from objects is at the same time the emergence of prerequisites for the formation of imagination. The game acts as an activity in which the formation of prerequisites for the transition of mental actions to a new, higher stage occurs - mental actions based on speech. The functional development of play actions merges with ontogenetic development, creating a zone of proximal development of mental actions.

In play activities, a significant restructuring of the child’s behavior occurs - it becomes arbitrary. Voluntary behavior must be understood as behavior carried out in accordance with an image and controlled by comparison with this image as a stage.

A.V. Zaporozhets was the first to draw attention to the fact that the nature of the movements performed by a child in a game and in a direct task is significantly different. He also established that the structure and organization of movements changes during development. They clearly distinguish between the preparation phase and the execution phase.

The effectiveness of the movement and its organization significantly depend on the structural place the movement occupies in the implementation of the role played by the child.

Iga is the first form of activity available to a schoolchild, which involves the conscious education and improvement of new actions.

Z. V. Manuleiko reveals the question of psychological mechanism games. Based on her work, we can say that great importance In the psychological mechanism of the game, motivation is given to the activity. The fulfillment of a role, being emotionally attractive, has a stimulating effect on the performance of actions in which the role is embodied.

An indication of motives is, however, insufficient. It is necessary to find the mental mechanism through which motives can have this effect. When performing a role, the pattern of behavior contained in the role simultaneously becomes a stage with which the child compares his behavior and controls it. A child in a game performs two functions; on the one hand, he fulfills his role, and on the other, he controls his behavior. Voluntary behavior is characterized not only by the presence of a pattern, but also by the presence of control over the implementation of this pattern. When performing a role, there is a kind of bifurcation, i.e. “reflection”. But this is not yet conscious control, because... the control function is still weak and often requires support from the situation, from the participants in the game. This is the weakness of the emerging function, but the meaning of the game is that this function is emerging here. That is why the game can be considered a school of voluntary behavior.

The game is also important for the formation of friendly children's group, and for the formation of independence, and for the formation of a positive attitude towards work, and for much more. All these educational effects rely as their basis on the influence that play has on the mental development of the child, on the formation of his personality.

The technology of game forms of education (GTE) is aimed at teaching the student to understand the motives of his learning, his behavior in the game and in life, i.e., to formulate goals and programs of his own, as a rule, deeply hidden in a normal environment, independent activity and to anticipate it immediate results.

Based on the work of P.I. Pidkasisty, we can claim that all games are divided into natural and artificial. Natural play is a spontaneous orienting activity, through which, thanks to the natural processes of self-learning, a person independently masters new forms and methods of action in familiar and unusual environments.

The main difference between an artificial game and a natural one is that a person knows what he is playing, and based on this obvious knowledge, he widely uses the game for his own purposes.

We can distinguish six well-known organizational forms of gaming activity: individual, single, pair, group, collective, mass form of play.

* Individual forms of games include the play of one person with himself in a dream and in reality, as well as with various objects and signs.

* Single form is the activity of one player in a system of simulation models with direct and feedback from the results of achieving the desired goal set by them.

* Pairs form is a game of one person with another person, usually in an atmosphere of competition and rivalry.

* Group form is a game of 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.

* Bulk form the game has been replicated Single player game with direct and feedback from a common goal that is simultaneously pursued by millions of people.

One of the fundamental provisions of the reflex concept of independent activity of organisms or “biomachines”, which is fundamental for the construction of the theory of Artificial Games (AI), is the famous conclusion of P.K. Anyukhin that all living beings have the property of anticipatory reflection of reality.

Based on this we get the formula:

where COU is the speed of reflection or exchange of information,

and C is the speed of light in empty space.

This means that the human brain, thanks to the superluminal speed of reflection and exchange of information, is able to create in advance a mental image of the future result of its activity and at the same time set new goals for itself. This is a universal and most important pattern of development of biomachine systems, without which adaptation, and therefore the functioning of “human-human” systems, which is AI, is impossible.

Speaking about the structure of human gaming activity, all AIs, regardless of obvious differences, have a common structure, thanks to which AIs form a unified System of Gaming Activity (SGA) of humanity.

In Fig. No. 1 presents the main elements of all AI of the unknown player “A”, striving for the goal “”. Let's look at each element of the game sequentially.

A about FI SI OPI MI PI

A is a person who plays, a person who plays out his thoughts and actions, a person who is ready to play in this specific role.

FI is a form of game.

SI - game means are objects and materials with which player “A” is associated;

OPI - the basic rule of the game - is the main element of all artificial games of mankind. In the very in simple form OPI is the rule of a move, a specific game action directed towards a goal, as a result of the successful execution of which the counting rule applies (Rule C).

IN general view OPI can be represented as follows:

OPI = PrH + PrS

MI - the mechanism of the game is a strict order of execution of game actions.

A game is an ordered system of various objects and various actions with them, which naturally means the presence of rigid and flexible connections, direct or indirect contact between players.

Each artificial game has its own order, its own system and its own specific mechanism.

Of course, this does not mean that the GM “shackles” gaming activities to staffing schedules, standards and cliches. The will and thinking of the player, thanks to a unified mechanism for performing operations with game objects, become methods and methods of his gaming activity, where the widest possibilities are always open for independent creativity.

PI - the game process is the revived mechanism of the game in the real actions of the players.

The goal of the game is the greatest result of game actions, achieved by the players according to all the rules and recorded by the arbitrator at the end of the game.

The goal of the game can be represented as the sum of the results of game actions (see formula No. 1) and as the maximum result of each specific player (see formula No. 2).

As is known, any AI has a multi-purpose nature associated with the versatility of human gaming activity, and each game involves a group of goals, subordinated in turn to the personal goals of each player. The coincidence of all these goals of the players usually leads the team to victory.

In the general structure of the game in Fig. No. 1 referee “A” occupies the main place for the entire game. It is according to his decisions that the achieved results are recorded, points are awarded, which are immediately recorded in the table of results (TR), which serves as a general informant about the progress of the game and documents all past results.

Thus, the entire element-by-element structure of AI is interconnected and in developed gaming activity individual elements are practically not distinguished and represent a dynamically unified whole. Of course, each element of the game has its decisive impact on the result obtained, but only all of them together lead the player to personal and general victory.

According to the laws of action and cyclicality of AI, the principles of reliability and repeatability, each game action is of an educational and training nature and is necessarily repeated by the player to check its effectiveness and verify the results achieved.

In order to create an educational game, you need to invent and construct such a game action so that in the process of its implementation a person operates with the information he needs and the information we need, i.e. acted in the game according to the principle of constructing this specific knowledge.

Based on the work of Pidkasisty, it should be noted that the OPI of an educational game is the sum of elementary information and logical units of specific knowledge (KZ) of the scientific and practical discipline being studied (see formula No. 3).

OPI = EKZ (3)

As is known, each KK can be represented by a sum or a set of elements of this specific knowledge (KK).

KZ = EKZ1 + EKZ 2 + EKZ3

Analysis of any KZ on EKZ provides a real opportunity to build a table of knowledge (TK), and then synthesize these EKZ according to the OPI in KZ. Analysis and synthesis of knowledge is the key to transforming specific knowledge into a universal game action. I repeat that the analysis of various KZ makes it possible to construct a technical task - a whole block of educational information that must be learned or repeated by students, and the synthesis of these KZ from a block of educational information is something other than an OPI - a rule of movement, as a result of which the counting rule automatically applies and assignment of points. It is these points or scores that are recorded in the TR table of game results

Based on the work of P. I. Pidkasisty and Zh. S. Khaidarov, it can be argued that the technology for the development and use of educational games can be presented in the following form:

KZ EKZ TZ BUK IK PNK OPI TR

Where KZ is a specific task

EKZ - an element of specific knowledge

TK - knowledge table

BUK - block of educational cards

IR - individual card

OPI - basic rules of the game

TR - results table

Thus, the technology of game forms of teaching is a specific way of implementing pedagogical truth in each specific educational material, in a specific lesson or seminar. In other words, educational technology is applied didactics, namely, the theory of using advanced pedagogical ideas, principles and rules of “pure science”.

The technology of educational games is the practical implementation of pedagogical theory and obtaining pre-planned results in the pedagogical process.

The technology of the game is based and developed on the basis of the widespread use of pedagogical ideas, principles, concepts, and rules. The specific and immediate goal of the IPE pedagogical technology is the spontaneously directed development of the personality of a playing student or schoolchild, this is the systematic and consistent implementation in practice of the concepts of innovative processes in education, pre-designed on the basis of those ideas recognized in the world as highly significant values ​​of the individual and society.

IFE technology acts as a kind of intermediate link between the theory and practice of teaching and represents a “volumetric projection” of the didactics of a pedagogical university onto practical activities teachers and students.

In conclusion of the first part of my course work, it should be noted that an 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 rivals. And this is the whole point of IFO.

A pedagogical axiom is the position according to which the development of intellectual abilities, independence and initiative, efficiency and responsibility of students and schoolchildren can only be achieved by providing them with genuine freedom of action in communication. Involving them in activities in which they would not only understand and test what is offered to them as an object of assimilation, but would also actually become convinced that their success in self-development, their fate as a specialist initially depends on their own efforts and decisions. The most important condition for the implementation of this axiom in pedagogical practice is IFO, and also a game preparation for real life and its changes.

To study gaming activities in the learning process, I used methods of scientific and pedagogical research, and to study the practical side of my work, I turned to methods of studying experience. When studying teaching experience, I used the following methods:

Questionnaire;

Interviewing;

Research on the use of gaming activities in the educational process took place at school No. 150.

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 teachers of this school (see Appendix No. 1).

Analysis of a survey of subject teachers showed that only 4 out of 10 constantly use didactic game in the educational process. The following answers were received from subject teachers who had never used didactic games:

* some believe that their subject is one of the most difficult subjects in school curriculum and therefore, for assimilation educational material it is inappropriate to use games;

* others believe that they have already worked out their teaching methods and there is no need to change them;

* still others believe that organizing the learning process using didactic games is quite difficult and it is more acceptable to organize the pedagogical process in the form of a lesson and use established teaching methods.

But let us dwell on the experience of organizing gaming activities of a particular subject teacher. This is a mathematics teacher for grades 5-7. Work experience in school – 12 years. She has been using didactic games for the last 4 years and, according to her, quite successfully. The research took place in mathematics lessons among 5th graders. Based on the results of the study, I found out that in her lessons she uses various forms of games: individual, group, collective. The choice of form depends on the goals and objectives of the games. The goal is selected depending on the result that needs to be achieved.

In her opinion, it is preferable to use the game at the stage of testing or consolidating educational material. According to her, the analysis of the results of the games shows that knowledge is being consolidated and improved, the psychological qualities of students are being developed, students are developing speech, the ability to correctly and logically express their thoughts, developing the ability to find optimal solutions, etc.

Based on her teaching experience, the mathematics teacher concludes that children love games in class, but do not always follow the rules. Most often this happens in group play, where children try to help each other. In this case, she did not stop the gameplay, but made 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 the students, i.e., even with a clear explanation of the rules, it causes some difficulty in their implementation. In her opinion, this does not contribute to the consolidation of knowledge, but dissipates attention on solving problems abstract from the topic.

· if children do not want to play;

· if the game is new, new games must be checked;

The teacher noted that throughout the entire process of playing in the lesson, it is necessary to carefully monitor so that there is no conflict situation between children and relationships in the classroom did not deteriorate. If she noticed this, she would intervene in the course of the game and divert the children’s attention to solving other problems in the game itself.

She believes that play helps students develop personally. This includes the ability to cooperate with peers, the ability to listen and accept the opinions of others, etc.

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 is preferable, I conducted research among 5ª grade students at school No. 150, asking them to answer a questionnaire (see Appendix No. 2 ).

Analysis of responses from students in this class yielded the following results:

1. All students, without exception, enjoy games in the classroom.

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 taken by a history lesson, where the teacher allows children to stage various historical events, offers to come up with your own course of events, etc.

5. Students may not like the game if the interests of the students are not taken into account when organizing the game, the content of the game does not correspond to the topic of the lesson or the hobbies of the 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 clearly think through his actions, monitor the students’ reactions to these actions and draw conclusions.

7. Most students like to win in the game. In my opinion, this desire to win ensures the learning and development of students in gaming activities.

Thus, an analysis of the work experience of a subject teacher and a study of students’ gaming activities in the classroom allowed me to discover the following negative aspects in the use of games in the learning process:

* firstly, it often takes a lot of time to explain the rules and demonstrate the game (especially for teachers with little experience in organizing games). This often leads to the fact that children do not have time to study or consolidate the material in the remaining time;

* secondly, the mechanism of the game is often violated, that is, the strict order of performing game actions is violated. Most often this is observed in group and collective forms of games, which leads to confusion, and most importantly, to dubious results;

* thirdly, after games (and this especially applies to primary and secondary classes), it can be difficult to restore discipline in the classroom, which is what teachers complain about when children come to their next lesson;

* 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 of play.

Thus, an analysis of observations of gaming activities and its results revealed that the use of gaming forms of learning is not always effective method to strengthen or expand knowledge.

For teachers and educators who use games in the educational process, I have developed the following recommendations:

* Firstly, when choosing an IFO, you cannot rush and act alone. Also, you should never take other people's games on faith, without proper verification. You need to see for yourself the effectiveness and attractiveness of IFO by playing with colleagues and well-playing children.

* Secondly, developed games should not be immediately brought into the classroom. It often happens that the game stops suddenly interesting place and no restoration can return the game to its previous course. To prevent this from happening, it is necessary to work with colleagues again, see what difficulties there were, especially in group games, and check again which of the students can be the main assistant in the game.

* Thirdly, no one should ever be forced to play anywhere. All people are equal before the arbitrator and everything should be based on voluntary cooperation.

* Fourthly, you should not allow yourself to play down on children or follow their lead. At the same time, no matter how funny and fun the game is, you must comply with all external signs rigor and unfailing exactingness.

Based on the analysis of literature, I revealed such aspects of the topic as the history of games, their psychological foundations, technology for the development and organization of game forms of learning.

In the practical part, based on the analysis of the results of research into the process of gaming activity of students and the experience of the teacher, I made the following conclusions on the tasks set at the beginning of the course work:

* the purpose of gaming activities in the learning process is to help students expand their horizons and consolidate educational material, as well as the development of psychological and personal qualities;

* schools quite often use game forms of learning in lessons, but this method is not always effective, because in addition to the positive aspects of using games, there are also negative aspects, which are not always taken into account by teachers when organizing gaming activities.

It should also be noted that with clear thinking, proper development and proper organization game forms, the results in achieving the set goals are obvious.

BIBLIOGRAPHY:

1. Zaporozhets A.V. “Development of voluntary behavior in preschool children”, M.-48;

2. Manuleiko Z.V. “Changes in a child’s motor skills depending on conditions and motives,” M.-69;

3. Mendzheritskaya D.V. “To the teacher about children's games”, M.-82;

4. Pidkasisty P.I., Khaidarov Zh.S. “Game technology in training and development”, M.96;

5. Huizinga I. “Man Playing”, M.-92;

6. Shmakov S. A. “Her Majesty’s Game”, M.-92;

7. Stern V. “Psychology of Early Childhood”, M.-93;

8. Elkonin D.V. “Psychology of the game”, M.-78.

ANNEX 1.

Questionnaire for teachers.

1. Do you use games in the teaching process?

2. What forms of play do you consider most successful in the educational process?

3. In what cases do you use the game?

4. At what stages of the lesson is it preferable, in your opinion, to use a game or its elements?

5. What goal do you most often pursue when using a didactic game?

6. Do you think it is appropriate to use the game in the lesson?

7. What results do you most often want to achieve and do you manage to achieve it?

8. Do children like to play in class?

9. Do children follow all the rules of the game?

10. In what cases should games not be used?

11.What psychological qualities Does play develop a child?

12.Is it advisable to use the game to develop the student’s personality traits?

APPENDIX 2.

Questionnaire for students.

1. Do you like it when the teacher uses a game in class?

2. How often would you like the game to be used in class?

3. Which form of play do you like best: individual, group or pair?

4. Which lessons do you like to play in (list)?

5. Are there times when you don't like a game and why?

6. Does it depend Your wish from a teacher using games?

7. What do you like most about the game?

Summarizing the results of the work, we can draw the following conclusions: 1. The problem of using game methods as a means of stimulating the cognitive activity of adolescents in English lessons has been well studied in the pedagogical and psychological literature. This problem was studied by: Bespalko V.P., Vygotsky L.S., Leontiev A.N., Gross K., etc. 2. There are several groups of games, ...

Names, applications (4). The work includes tables (4). The total volume of work is 54 pages of computer text. Chapter 1. Theoretical foundations for the study of gaming technologies as a means of developing the cognitive interests of younger schoolchildren 1.1 The concept of “cognitive interest” in psychological and pedagogical literature Interest, as a complex and very significant education for a person, has...

« LET'S GET ACQUAINTED»
Target. Learn to accurately and expressively perform simple dance movements, reflecting in them the changing nature of the music.

“WHAT DOES A STUDENT NEED?”
Target. Introduce children to the school supplies of a preparatory class student, teach them how to keep them in order and be able to quickly prepare for a lesson (in mathematics, reading, labor, physical education, drawing, rhythm). Reinforce the rules of behavior at school, in the classroom, during a lesson, during recess, in the cafeteria, on the playground.

"WHAT CHANGED?"
Target. During the game, consolidate the concepts: above, below, between, to the right (right), to the left (left). Cultivate attention and observation.

"WILL YOU FIND OUT WHO WE ARE?"
Target. Teach children to understand a piece of music and compare musical images.

"TOP AND ROOTS"
Target. To consolidate children's knowledge about vegetables (name, shape of fruits, stems, leaves, coloring, taste), about their meaning for humans. Cultivate a desire to grow the right plants.

"JOURNEY TO THE LAND OF ROAD SIGNS"
Target. During the game, consolidate knowledge of the rules of the road for transport and pedestrians on city (village) streets. Cultivate attention and organization.

"OUR ORCHESTRA"
Target. Teach children to distinguish the timbre coloring of the sound of musical instruments.

"LIVING SYLLABLES"
Target. Exercise children in reading straight syllables.

"WHAT CHANGED? (WHAT DIDN’T HAPPEN?)”
Target. Teach children to describe a toy (object) from memory, develop visual memory.

"SUPERMARKET
Target. To consolidate children's knowledge of ordinal counting and the composition of numbers. Develop speech and thinking.

"SCULPTORS"
Target. Fix constructive (an object is created from separate parts) and plastic (an object is created from a whole piece by stretching) methods of sculpting. Independently distribute tasks in group work. Develop imaginative thinking and creative imagination.

"ADD YOUR SENTENCE"
Target. In the game, develop speech activity and quick thinking.

"FRIENDLY WEEK"
Target. During the game, consolidate knowledge of the names and sequence of days of the week. Correlate the days of the week with past, present and future times: today is Monday, tomorrow will be Tuesday, yesterday was Sunday.

"JOURNEY"
Target. Perform familiar songs, games, round dances.

“TANYA DOLL’S BIRTHDAY”
Target. In the game, strengthen the skills of cultural behavior, cultivate an attentive attitude towards comrades, and the desire to take care of them.

"CONVERSATION OF NUMBERS"
Target. Establish direct and reverse counting.

GAME, GAME ACTIVITY

(English) play) - one of the types of activity of humans and animals. I. is a form of life activity of young animals that arises at a certain stage in the evolution of the animal world (see. ). Children's I. - a historically emerged species activities, which consists in children reproducing the actions of adults and the relationships between them in a special conditional form. I. (by definition A.N.Leontyev) is leading activities a preschool child, i.e., such activity, thanks to which the most important changes occur in the child’s psyche and within which mental processes develop that prepare the child’s transition to a new, higher stage of his development.

History is studied by various sciences - history culture, ethnography, pedagogy, psychology,ethology etc. He was the first to conduct a special study of animals and humans. scientist Karl Groos, who noted exercise function I. According to his data, I. occurs in those animals in which instinctive forms of behavior are insufficient to adapt to changing conditions of existence. In I. these animals undergo preliminary adaptation ( warning) instincts to future conditions of the struggle for existence.

A significant addition to this theory was the work TO.Bühler. He believed that the desire for I., repetition of the same actions is supported "functional pleasure" received from the activity itself. F. Buytendijk associated the main features of I. with characteristic behavioral features characteristic of a growing organism: 1) undirected movements; 2) impulsiveness; 3) the presence of affective connections with others; 4) timidity, timidity and shyness. Under certain conditions, these traits of a child’s behavior give rise to I. These theories, despite their differences, identify I. of animals and humans.

I. in animals is a form of manipulative sensory-motor activity in the period immediately preceding puberty, with biologically neutral objects or partners. In animals, sensory-motor components and coordination of basic species-specific acts of behavior are improved. And. in animals, g.o. is common. in higher mammals, especially carnivores and primates. In its highest forms, intelligence is combined with orientation-exploratory behavior.

Much attention is paid to children's I. by supporters psychoanalysis. In line with this direction, I. is considered as an expression of unconscious tendencies in symbolic form. At the same time, it is believed that I.’s development in preschool childhood is determined by a change in the main stages of the child’s psychosexual development ( oral,anal, phallic). Developmental disorders at each stage necessarily manifest themselves in I. In connection with this, it was developed and became widespread like a form correctional work with children (expression of suppressed tendencies and formation of an adequate system of relations between the child and adults).

The central question of the theory children's I. is the question of its historical origin. The need for historical research to build a theory of history was noted by E. A. Arkin. D.B.Elkonin showed that I. and, above all, I. role-playing arises during historical development society as a result of a change in the child’s place in the system of social relations. The emergence of I. occurs as a result of the appearance complex shapes division of labor that made it impossible to include a child in productive labor. With the emergence of role intelligence, a new, preschool period in the child’s development also begins (see ). In domestic science, the theory of I. in the aspect of elucidating its social nature, internal structure and significance for the development of the child was developed L.WITH.Vygotsky, Leontyev, Elkonin, N. Ya. Mikhailenko and others.

I. is the most important source of development consciousness the child, the arbitrariness of his behavior, special shape modeling them relationships between adults, fixed in the rules of certain roles. Having taken on a particular role, the child is guided by its rules and subordinates his impulsive behavior to the fulfillment of these rules.

I.’s motivation lies in the very process of performing this activity. The basic unit of I. is.

In addition to the role, the structure of play includes play action (action to fulfill a role), playful use of objects (), and relationships between children. In I. the plot and content are also highlighted. As plot is the sphere of activity that the child reproduces in I. Contents The same is true for the relationships between adults reproduced by the child in I.

I. usually wears group(joint) character. of playing children acts in relation to each individual participant as an organizing principle, authorizing and supporting the fulfillment of the role taken by the child. In I., real relationships between children (between participants in I.) and play relationships (relationships in accordance with accepted roles) are distinguished.

I. goes through various stages in its development. According to Elkonin, first appears subject I., when a child reproduces the objective actions of adults. Then I comes to the fore. role-playing(including role-playing), aimed at reproducing relationships between adults. At the end of preschool childhood I appears. with rules- a transition is made from I. with an open role and a hidden rule to I. with an open rule and a hidden role. Mikhailenko identifies 3 gradually more complex methods of I.: 1) deployment and designation of conditional objective actions in I.; 2) role behavior - designation and implementation of a conditional playing position; 3) plotting - the development of a sequence of integral situations, their designation and planning.

We'll give you more detailed description various types I. in preschoolers.

Role-playing I. is the main form of I. in preschool children, arising at the border of early and preschool childhood and reaching its peak in the middle of preschool age. Role-playing is an activity in which children take on the roles of adults and, in a play situation, recreate the actions of adults and their relationships. A feature of the gaming situation is the gaming use of objects, in which the meaning of one object is transferred to another object, and it is used in connection with the new meaning given to it. The role of an adult, which a child takes on, contains hidden rules governing the performance of actions with objects and the establishment of relationships with other children in accordance with their roles. Role-playing evokes in a child deep emotional experiences associated with the content of the roles performed, the quality of the role performed by each child, and the real relationships that children enter into in the process of collective role-playing in the implementation of its general plan. In role-playing I. the development of the most important neoplasms preschool age: imagination, formation of elements of voluntary behavior, development of symbolic function.

Director's I. is a type of individual I., when a child acts out a certain plot with the help of toys. In the director's play, the child performs both the function of the director (holding the play's plan) and the function of the actors (performing certain role-playing actions to implement the play plan).

Didactic I. - a type of I. organized by an adult to solve a learning problem. Didactic I. m. b. both role-playing and I. with rules. Didactic I. are main form of education preschool children.

From the beginning learning at school, the role of I. in the mental development of the child decreases, but even at this age, a significant place is occupied by various I. with rules - intellectual And movable(sports). The role of plot points becomes smaller, but does not disappear completely. (O. M. Dyachenko.)

Large psychological dictionary. - M.: Prime-EVROZNAK. Ed. B.G. Meshcheryakova, acad. V.P. Zinchenko. 2003 .

See what “GAME, GAME ACTIVITY” is in other dictionaries:

A GAME- play activity, one of the types of activities characteristic of animals and humans. In the ontogenesis of animals, I. is one of the forms of specific development. types of behavior. According to the theory of “excess strength” (F. Schiller and G. Spencer), I. arises in... ... Russian Pedagogical Encyclopedia

Glass bead game- Prophetically utopian model of the elite culture of the future, created by G. Hesse in the novel of the same name. Following many of the greatest thinkers of the first half. XX century feeling the cultural crisis that is really unfolding, thinking about possible ways out... ... Encyclopedia of Cultural Studies

Form of reconstruction of subject and social content professional activity, modeling systems of relationships characteristic of this type of practice. Carrying out an activity is the deployment of a special (game) activity... ...

A GAME- – activity of the body, aimed at conditional modeling of unfolded activity. The emergence of I. in the process of evolution of the animal world is due to the complication of species’ life activity and the need to assimilate the experience of the species community... ... encyclopedic Dictionary in psychology and pedagogy

Game mechanics- Gameplay (eng. gameplay) in-game mechanics, a set of certain methods of interaction between the game and the player. The term takes place exclusively in the field of computers and video games. Also the gameplay is the gameplay itself. Etymologically, the term can be ... Wikipedia

Etymology. Comes from the Greek. therapy treatment. Category. A form of communication psychotherapy. Specificity. Based on the use of role-playing games as one of the most powerful forms of influence on personality development. At the origins of this direction... ... Great psychological encyclopedia

Pedagogical conditions and means of child development in play activities

Information support for the topic:Play occupies an important place in a child’s life and is the predominant type of his independent activity. In domestic psychology and pedagogy, play is considered as an activity that is of great importance for the development of a preschool child: it develops actions in the representation, orientation in relationships between people, initial skills of cooperation (A.V. Zaporozhets, A.N. Leontyev, D. B. Elkonin, L.A. Wenger, A.P. Usova).

Exploring the meaning of children's games S.A. Shmakov, identified the following functions: the sociocultural purpose of the game, the function of interethnic communication, the function of the child’s self-realization in the game as a testing ground for human practice, the communicative function of the game, the diagnostic function of the game, the game-therapeutic function of the game, the correction function in the game, the entertainment function of the game.

The essence of the game phenomenon lies in the following provisions (S.A. Shmakov):

• Game favors an independent speciesdevelopmental activities of children of different ages, the principle and method of their life activities, the method of cognition of the child and the way of organizing his life and non-play activities;
• Game means an activity, relaxation, amusement, amusement, amusement, joy, competition, exercise, training, during which the educational requirements of adults for children become their requirements for themselves, which meansan active means of education and self-education;
• Game is the main sphere of communication children; it solves problems of interpersonal relationships, compatibility, partnership, friendship, camaraderie. In the game, social experience of relationships between people is learned and acquired;
• Game, possessing synthetic property, absorbs many aspects of other types of activities, acts as a multifaceted phenomenon in a child’s life;
• Game is a need a growing child: his psyche, intellect, biological foundation. The game is specific, purely Child's world child's life. Play is a practice of development. Children play because they develop, and they develop because they play;
• Play is a child’s way of finding himself in teams comrades, in the whole society, humanity, in the Universe, access to social experience, culture of the past, present, future;
• A game - freedom of self-disclosure, self-development based on the subconscious, mind and creativity. The product of the game is the enjoyment of its process, the end result is the development of the abilities realized in it.

It is now generally accepted that play is the leading activity of a preschool child. A.N. Leontiev considered the leading activity to be one that has a special impact on the development of the child at a given age. He highlighted the main provisions due to which the game is called the leading activity of a preschooler:

• It satisfies the child's basic needs

The desire for independence, active participation in the lives of adults;

The need for knowledge of the surrounding world;

Need for active movements;

Need for communication.

• In games, other types of activities arise and are differentiated:

Educational activities:

Labor activity.

• The game promotes:

The formation of the child’s neoplasms, the development of his mental processes;

Development of children's imagination;

Development of the ability to transfer the functions of one object to another that does not have these functions.

There are many definitions of play in pedagogy. “Game... what is played with and what is played: fun established according to the rules, and the things that serve for this (V. Dahl “Explanatory Dictionary”living Russian language). « A game is an activity that has no practical purpose and serves for entertainment or amusement, as well as the practice of certain arts (“ Great encyclopedia). “We call a game a series of successive additional transactions with a clearly defined and predictable outcome... but with hidden motivation; in short, this is a series of moves containing a trap, some kind of catch (E. Bern).

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

As noted in the pedagogical literature, children's games are a heterogeneous phenomenon, which allowed scientists to make repeated attempts to study and describe each type of game, taking into account its functions, and to classify games.

F. Frebel based the classification on the principle of the differentiated influence of games on the development of the mind (mental games), external senses (sensory games), and movements (motor games).

K. Gros classified games according to their pedagogical significance: games of movement, mental, sensory, developing the will - “games of ordinary functions”; family games, hunting games, courtship - “games of special functions.”

The modern classification of games was made by S.L. Novoselova. She singled out the child's initiative as the basis for classification:

• Games initiated by children:

Amateur games - experimentation;

Amateur story games (plot-display, plot-role-playing, director's, theatrical);

• Games initiated by an adult:

Educational (didactic, plot-didactic, mobile);

Leisure (fun games, entertainment games, intellectual games, festive and carnival games, theatrical productions);

• Games determined by the initiative of the ethnic group: ritual, leisure, training.

N.A. Korotkova, N.Ya. Mikhailenko classifies games based on freedom of action: creative (role-playing, theatrical, director's) and games with rules (games for physical competence, mental competence, games of luck). ON THE. Korotkova highlights specific signs games with rules and creative games.

By studying different approaches to the classification of children's games, it is possible to create a reference diagram of play activity.

All studies of creative games (D.B. Elkonin, D.B. Mendzheritskaya, R.I. Zhukovskaya, N.Ya. Mikhailenko, N.A. Korotkova, etc.) are united by:

Assessment of play as a powerful means of education, formation of a child’s personality, development of his various content aspects;

Understanding that play is a child’s life, his joy, an activity necessary for him;

The idea of ​​play as a social activity. In the game, the preschooler learns social experience, but does not copy the life around him, expresses his attitude to what he sees and hears, and this is associated with the development of creative imagination

Understanding the specifics of role-playing games, which consists in the fact that the child is especially independent in it, he is free to choose the theme of the game, the plot, the role, to change the content, the direction of the game, to choose playmates, game materials, to determine the beginning and ending the game.

Role-playing games

Throughout preschool age, the most characteristic appearance activity is a role-playing game.

Games in which, based on life or artistic impressions, children creatively reproduce social relationships or material objects independently or with the help of adults, are called plot-role games (O.S. Gazman).

As N.A. Korotkova and N.Ya. Mikhailenko note, free story play is the most attractive activity for preschool children. Its attractiveness is explained by the fact that in the game the child experiences an internal subjective feeling of freedom, the subordination of things, actions, and relationships to him. But in addition to the momentary subjective feeling of permissiveness, emotional comfort, story-based play is of great importance for the mental development of the child, so to speak, a long-term effect. It is the exceptional combination of the objective developmental significance of the game and the subjective feeling of the child’s inner freedom in it that forces it to be given an important place in the pedagogical process of the kindergarten.

A role-playing game has the following structural components: plot, content, role.

• The plot of the game - this is the sphere of reality that is reproduced by children, a reflection certain actions, events from the life and activities of others.
• Game Contents –this is what is reproduced by the child as a central and characteristic moment of activity and relationships between adults in their everyday and social activities.
• Role – game position, the child identifies himself with any character in the plot and acts in accordance with ideas about this character.

The genesis of gaming activity is revealed in the works of D.B. Elkonin:

1. The concept of the game, setting game goals and objectives:

2-3 years – the choice of game is determined by the toy, not thought out in advance;

3-4 years old – independently set game tasks, but cannot always understand each other, need the help of an adult;

4-5 years - the implementation of the plan occurs by solving several game problems, the methods for solving them become more complicated, they themselves agree before starting the game;

5-6 years - the ideas of games are stable, developing, they jointly discuss the concept of the game, consistency and planning are combined with improvisation, they take into account the point of view of the partner, reach a common decision, a long-term perspective of the game appears.

2-3 years – the main content is action with objects;

3-4 years – plot-display turns into plot-role, reflecting not only the purpose of objects, but also relationships;

4-5 years - reflect various relationships between people, actions with objects are relegated to the background;

5-6 years – create models of various relationships between people.

3. Game plot

2-3 years – everyday stories, few, monotonous, unstable;

3-4 years - everyday stories predominate, but they are less static, more often they use episodes from well-known fairy tales;

4-5 years – the plots are developed and varied, social plots appear, children combine episodes from fairy tales and real life;

5-6 years - episodes from fairy tales and social life occupy a significant place, children combine knowledge gleaned from observations, fairy tales, films in games, the ability to jointly build and creatively develop a plot is improved.

3.Playing a role and interacting in the game

2-3 years - they begin to denote a role with a word, children talk to toys as play partners, gradually the role of partners is transferred to their peers, and they move on to playing together;

3-4 years - they take on a role, but do not name themselves according to the role, emotionally convey role behavior, role dialogue develops, and gravitate towards joint games, which become longer;

4-5 years – role-playing dialogue, role-playing interaction is longer and more meaningful, a variety of means of expression are used;

5-6 years - role interaction is meaningful, expressive, there are favorite roles, there are many roles, the essence of role relationships is revealed through speech.

4.\Game actions, game items

2-3 years - perform actions with substitute objects, imaginary objects, replace actions with words, move on to generalized actions, the conventions of the game are available, gradually the functions of the players are divided;

3-4 years old - use a variety of objective methods of reproducing reality, come up with various substitutions, have a good command of plot-shaped toys, imaginary objects, and substitute objects;

4-5 years – independently select substitute objects, imaginary objects, easily give them verbal designations;

5-6 years - the game action is replaced by a word, auxiliary material is widely used, objects are selected or replaced during the game.

5. Rules of the game

2-3 years – children are attracted by the action itself, the rules do not serve as a regulator;

3-4 years – rules regulate the sequence of actions;

4-5 years – rules regulate role relationships, children follow the rules in accordance with the role they take on, monitor the implementation of the rules of the game by other children;

5-6 years - children realize that following the rules is a condition for fulfilling the role.

S.L. Novoselova in her works defines the stages of development of role-playing games:

• The first stage is an introductory game.An adult organizes the child’s object-based play activities using a variety of toys and objects
• The second stage is a display game.The child’s actions are aimed at identifying the specific properties of an object and achieving a certain effect with it.
• Third stage – plot-display game.Children actively reflect impressions received in everyday life.

In role-playing games, favorable conditions are created for the formation of relationships between children (A.P. Usova):

• Level of disorganized behaviorwhich leads to the destruction of other children's games
• Singles level.The child does not interact with other children, but does not interfere with their play
• The level of games is nearby.Children can play together, but each acts in accordance with his own play goal
• Level of short-term communication. The child subordinates his actions to the general plan for some time
• Level of long-term communication– interactions based on interest in the game content
• Level of constant interactionbased on common interests, selective sympathies

L.S. Vygotsky, analyzing play activity, identified the paradoxes of play, thanks to which it ensures the development of the child:

The child gets pleasure from the game, i.e. acts along the line of least resistance, but learns to act along the line greatest resistance. The game is a school of will.

The game is a school of morality. Usually a child experiences obedience to a rule as a situation of refusal of what he wants, and in a game, obedience to a rule is the path to maximum pleasure.

The child likes replacing objects, but he also likes natural objects.

Interaction of real and game relationships.

Play is a creative activity, but developmentthe game involves managing it.

Thus, L.S. Vygotsky formulated the basic law of the game: “The game evolves from a previously open game role, an imaginary situation and a hidden rule to an open rule and a hidden imaginary situation and role.”

One of the most important problems of pedagogy is the problem of managing role-playing games. Currently, there are several technologies for managing and facilitating role-playing games in kindergarten.

Game technology is a certain sequence of actions of the teacher in selecting, developing, preparing games, including children in gaming activities, implementing the game itself, summing up the results of gaming activities.

Technology formation of gaming activitiesR.I. Zhukovskoy, D.V. Mendzheritskaya is represented by three areas of leadership: enriching children’s ideas, developing play activities, nurturing friendly relationships and personal qualities. According to the authors, the main way to influence the game is to influence its content, i.e. on the choice of theme, plot development, distribution of roles and the implementation of game images. The teacher must enter the game, taking on one role, as a partner.

Technology comprehensive guidancegame (E.V. Zvorygina, S.L. Novoselova). This method is a set of interrelated stages and pedagogical components. Provision stage pedagogical conditions The development of the game is represented by the following components: enriching children with knowledge and experience of activities, transferring the gaming culture to the child. The stage of pedagogical support for amateur games consists of the following components: a developing object-based play environment, activation of problematic communication between an adult and children. All components of comprehensive management of play development are interconnected and equally important when working with children of different ages. O.A. Skorolupova, L.V. Loginova proposed an option for methodological support for children’s games, which will help in systematizing the material in the methodological room, according to the components of the method.

• Systematic enrichment of knowledge and experience

Full texts works of art for reading

Options for educational conversations with children

Variants of the teacher’s stories about what he saw or heard, interesting stories

Possible stories from a teacher about how he played the same game when he was little

• Transferring gaming culture to a child

Didactic games on a selected topic

Options for entering and exiting the game

Options for gradual self-removal of an adult and transfer of the leading role to a child

List of roles that can be used in the game

List of actions that can be performed in the game

• Developmental subject-game environment

Decoration of play corners

List of possible attributes for the game

• Activation of problematic communication between adults and children

Sample game scenarios

Didactic exercises

Complicating plots by attracting companion games

Problem situations

Technology formation of gaming skillsdeveloped by N.A. Korotkova, N.Ya. Mikhailenko. They highlighted P pedagogical principles for organizing gaming activities:

The teacher must:

Play with children;

At each stage, expose children to a more complex way of constructing the game;

Orient the child to carry out and explain the meaning of the play action to partners.

When starting work on developing a story-based game, the teacher must proceed not only from the children’s passport age, but also take into account the child’s general level of development, his experience of life in kindergarten, as well as the gaming experience acquired in the family.

The technology represents the following stages of gaming development. Stageformation of conditional game actionsmake up the conditions: creating situations of substantive interaction; creation of an object-game environment; formation of conditioned actions with toys; use of game situations. At this stage, the teacher’s task is to develop in the child the ability to develop conditioned actions with a plot toy, a substitute object and an imaginary object, connect two or three game actions into a semantic chain, verbally designate them, continue the action started by the adult partner in meaning, and then and peer. Stageformation of role behavior are: appropriate selection of roles; minimum number of toys; telephone games; games based on fairy tales; use of multi-character plots; there are more roles than participants in the game. The teacher’s task is to develop role behavior in the game, develop the ability to change it in accordance with the different roles of partners, the ability to change the game role and indicate their new role for partners in the process of unfolding the game. Plot stage conditions: fantasy play together with an adult. The task of the teacher isto form the child’s ability to build new sequences of events, combine events in the overall plot during the game, and use different contextual roles.

At each age stage, the pedagogical process of organizing play should be two-part in nature, including moments of developing gaming skills in joint play between the teacher and children and creating conditions for independent children’s play..

Under the influence of the systematic formation of gaming skills, the independent play of preschoolers changes. First of all, there is an attitude towards inventing something new, interesting game, plots become more diverse, many actions with objects are curtailed, moments of verbal interaction become more frequent, the number of participants and their initiative increases, the ability to listen to partners develops, connect their plans with your own, and the number of conflicts in the game decreases.

Technology facilitating role-playing gamesN.F. Tarlovskaya is described in educational program" Rainbow".

The first section of the program and technology for promoting role-playing games was called “Playing with Children” (1st group). IN this section stand out:

1. Game during the adaptation period.

Goal: To establish a trusting relationship with each child, to give the kids moments of joy, to evoke a positive attitude towards the kindergarten.

Games are promoted within the framework of traditional plots: “I’m going to visit with gifts” (boxes, candy wrappers, pebbles, toys...); “Look through my window” (I’ll show you something, treat you to something); “We walked and walked and found something (an umbrella, a saucepan, a ball); “Come visit me” (I will treat you, we will have fun, we will dance together). The specificity of these plots is that:

1. All have a ritual origin.
2. The games are not long (5-7 minutes) and are emotional.
3. The child is addressed by name.
4. The same items are used for everyone.
5. Game characters are not used, since there is communication with the child.

2. Formation of purposeful activity.

Goal: To reveal the possibilities of using substitute objects, to teach how to perform conditional actions with them, to involve in an independent search for original ways to achieve game goals.

This task is revealed within the framework of the plots:

1. Feeding.

2. Travel by transport.

3. On a visit.

The sequence of playing scenes is presented in this diagram. Its difference from traditional technology is that the teacher’s actions are immediately aimed at the child, and not at the toy:

1. The teacher’s play actions are aimed at children (“I’ll feed you”):

V D

2. Children’s play actions are aimed at the teacher (“feed me”):

D V

3. Children’s play actions are aimed at toys (“feed the dog”):

D I

3. Preparing to take on the role.

Goal: to formthe ability to “turn into someone else.”

Sequence of transformations: 1) Known animals and birds; 2) Interesting moving objects; 3) Adults whose profession has characteristic external attributes. The technique is a series of sequential, algorithmic actions:

1. The teacher identifies himself and enters the image ( appearance, environment, food, habits):

I have; I eat; I live; I love.

2. Encouraging children to accept the image.

3. The belief that the child has accepted the image.

4. Plot development.

5. Completion of the plot.

In 2 younger group in the section “How to play with children” the following lines of assistance are implemented role-playing game:

1. Continue to prepare to take on the role.

Goal: demonstration of the social significance of the profession and the system of inherent goals, the relationship between game actions and the role.

Methodology:

• Organized observation of professional activities of adults:

Specificity and expressiveness of clothing;

Set of professional actions;

Brightness and expressiveness of the technique of demonstrating professional actions and speech;

The final result of the work;

Attributes for role play that children will receive upon completion of observation.

• Teacher’s observation of children’s independent games:

Using gaming techniques that encourage you to take on a role;

Encouraging children who have identified their roles with attributes;

Emotional commentary on the child’s play actions and correlating them with the name of the role.

2. Enrichment of role behavior.

Goal: enriching role-playing behavior with game goals, conveying expressive methods of game actions, saturating the subject-game environment.

Methodology:

• Acceptance of a parallel role by an adult:

- observing and analyzing the child’s independent play;

Admiration for the game and clarification of who the child is playing;

Obtaining permission to assume a parallel role;

Duplicating the child’s play actions, setting one’s own goals that are different from those that the child realizes in the game;

Repeating 1-2 play actions after the child;

Ending the game.

• Introduction of new attributes into the child’s game:

Copies;

Attributes reflecting external signs.

3. Expanding the range of roles.

Goal: introduction to new roles.

Methodology:

• A joint game between an adult and several children at the same time:

An adult designates his role with some attribute and organizes a simple play environment;

Invites 4-5 children to the game;

Names his role and briefly explains what game actions it is associated with;

Encourages children to engage in joint play;

Helps you accept a new role;

Starts a joint game with play actions known to children;

Invites children to set their own game goals;

Returns children to familiar play activities;

Encourages children to participate in the game.

4. Preparing children for role interaction.

Goal: familiarization with forms of role interaction, demonstration of examples of role dialogue.

Methodology:

• An adult playing with children:

Demonstration of examples of meaningful role-playing dialogue, reflecting the social relations of adults in role-playing actions known to children

In the section "Children's Games" in senior group The following areas of interest in managing the development process of role-playing games are:

1. Help in organizing the interaction of children in joint play.

Goal: to reveal the content, connections and relationships of the roles played, familiarization with the main points of organizing the game, using the game to improve the child’s position in the group of peers.

Methodology:

• Hidden control of the game by the teacher in the role of a dispatcher or sorceress:

Hint for game actions;

Hint on the event side of the game;

Techniques for improving the situation of children in a group

1. Enriching the content of role-playing games.

Goal: introducing and encouraging children to add new content to games.

Methodology:

• Enrichment by the teacher of the event side of the game in the role of a dispatcher;
• Creating conditions for children to independently invent new events through thematic books;
• Stories from a teacher from personal experience organization of games:

• Fixing children's attention on the fact that the game has a beginning;
• A story about how roles were assigned and conflicts were resolved;
• A story about who will do what in the game;
• A story about how the game environment was created;
• A story about the actual content of the game;
• The story of how the game ended.

3. Creation of a gaming environment.

Toy

• A toy is a specially made item intended for play.
• Toy - " material basis games" (A.S. Makarenko)

An object-game environment is a set of material and social means that functionally model the content.

Criteria related to child safety, protection from negative influences toys on the health and emotional well-being of a child are used if the toys:

• provoke the child to act aggressively;
• cause cruelty towards the characters of the game, played by playing partners or toys
• provoke game plots associated with immorality and violence;
• arouse an unhealthy interest in sexual problems beyond age-related competence;
• provoke a child to have a dismissive or negative attitude towards racial characteristics and physical disabilities of people
• gaming activity (S.L.Novoselova)

Criteria related to the qualities of a toy aimed at ensuring the development of a child:

• multifunctionality, promoting the development of children's creativity;
• the possibility of using toys in joint activities;
• didactic properties of the toy, necessary for the intellectual development of children, enriching them with knowledge;
• aesthetic value, the toy’s belonging to arts and crafts products that help children discover the world of art and master artistic perception, develop creative abilities

• Didactic games are educational games that are aimed at assimilation and consolidation of knowledge, skills and abilities by children, development of their mental abilities
• Standalone game
• Reception training
• Special lesson
• Combination of educational content and game form
• Specifics of the game structure
• - didactic task
• - game task
• - game actions
• - rules
• Game relationships between teacher and children
• Board-printed games
• - lotto
• - domino
• - paired pictures
• - cut pictures
• - labyrinths
• - puzzles
• Word games
• Playing with objects and toys
• Board-printed games
• - lotto
• - domino
• - paired pictures
• - cut pictures
• - labyrinths
• - puzzles
• Word games
• Musical and didactic games
• Preparing for a didactic game
• How to play the game:
• - motivation to play
• - familiarization with the content and didactic material
• - explanation of the move and rules
• - display of game actions
• - defining the role of the teacher
• - activation techniques
• Summing up, analysis