home Pregnancy and children Play a role even in development. How much does it cost to write your paper? Educational games and their conditions

Play a role even in development. How much does it cost to write your paper? Educational games and their conditions

Preschool age covers the period from 3 to 6 – 7 years. Last year- approximately - preschool age can be considered a transitional period from preschool to primary school age.

Preschool childhood is a very special period of child development. At this age, the child’s entire mental life and his relationship to the world around him are restructured. The essence of this restructuring is that before school age internal mental life and internal regulation of behavior arise.

In preschool age, the number of activities that the child masters increases, the content of the child’s communication with the people around him becomes more complex, and the circle of this communication expands. Peers begin to occupy an important place in the child’s life. At this age, the child’s personality is formed, i.e. the motivational-need sphere and self-awareness are formed. Elements of labor and educational activities. However, the child has not yet fully mastered these types of activities, since the motives typical for a preschooler do not yet correspond to the specifics of work and learning as types of activity. The work of children consists in the fact that they carry out instructions from adults, imitate them, and express interest in the process of activity.

All the most important new formations originate and initially develop in the leading activity of preschool age - role-playing play. Role-playing play is an activity in which children take on certain functions of adults and, in specially created playful, imaginary conditions, reproduce (or model) the activities of adults and the relationships between them. That is, in a role-playing game, the need to be like an adult is satisfied. Role-playing game is the most complex type of activity that a child masters during preschool age. The main characteristic of the game is the presence of an imaginary situation. Along with the role-playing game, other types of games are also developing, genetically related to the latter.

In the game, all the mental qualities and personality traits of the child are most intensively formed.

Play activity influences the formation of arbitrariness of behavior and all mental processes– from elementary to the most complex. Performing a play role, the child subordinates all his momentary, impulsive actions to this task. Children focus better and remember more when playing than when given direct instructions from an adult. The conscious goal - to concentrate, to remember something, to restrain impulsive movement - is most easily identified by a child in play.

The game has a strong influence on mental development preschooler. Acting with substitute objects, the child begins to operate in a conceivable, conventional space. The substitute object becomes a support for thinking. Gradually, play activities are reduced, and the child begins to act internally, mentally. Thus, the game helps the child move on to thinking in terms of images and ideas. In addition, in the game, playing different roles, the child takes on different points of view and begins to see the object from different sides. This promotes the development of the most important human thinking ability, which allows you to imagine a different view and a different point of view.

Role play is critical to developing imagination. Game actions take place in an imaginary, imaginary situation; real objects are used as other, imaginary ones; the child takes on the roles of imaginary characters. This practice of acting in an imaginary space helps children acquire the ability to imagine creatively.

Central moment role playing game is the role that the child takes on. At the same time, he does not just call himself the name of the corresponding adult (“I am an astronaut”, “I am a mother”, “I am a doctor”), but, what is most important, he acts as an adult, whose role he has taken upon himself and This is how he identifies himself with him. Through the fulfillment of a play role, the child’s connection with the world of adults is realized. It is the playing role that in concentrated form embodies the child’s connection with society.

However, the playing role in a developed form does not arise immediately and simultaneously. In preschool age, she goes through a significant developmental path. With the same plot, the content of the game at different stages of preschool age is completely different. The evolution of action takes the following path. First, the child eats himself with a spoon. Then he spoon feeds it to someone else. He then spoon feeds the doll like a baby. Then he feeds the doll with a spoon, like a mother feeds a child. Thus, it is the relationship of one person to another (in this case, mother to child) that becomes the main content of the game and sets the meaning of the game activity.

The main content of play for younger preschoolers is to perform certain actions with toys. They repeatedly repeat the same actions with the same toys: “rubbing carrots,” “cutting bread,” “washing dishes.” At the same time, the result of the action is not used by children - no one eats sliced bread, and washed dishes are not placed on the table. The actions themselves are fully expanded; they cannot be abbreviated and cannot be replaced by words. In fact, there are roles, but they themselves are determined by the nature of the action, and do not determine it. As a rule, children do not call themselves by the names of the persons whose roles they have assumed. These roles exist in actions rather than in the child's mind.

In the middle of preschool childhood, the game with the same plot plays out differently. The main content of the game is the relationships between people, the roles that children have taken on. Roles are clearly defined and highlighted. Children name them before the game starts. Game actions are highlighted that convey relationships to other participants in the game: if porridge is put into plates, if bread is sliced, then all this is given to the “children” for lunch. The actions performed by the child become shorter, are not repeated, and one action is replaced by another. Actions are no longer performed for their own sake, but for the sake of realizing a certain relationship with another player in accordance with the role taken on.

The content of the game for older preschoolers is the fulfillment of the rules arising from the role taken on. Children 6-7 years old are extremely picky about following the rules. While playing this or that role, they carefully monitor how much their actions and the actions of their partners correspond to generally accepted rules of behavior - it happens or doesn’t happen: “Moms don’t do that,” “They don’t serve soup after the second.”

Changing the content of games with the same plot for preschoolers different ages is revealed not only in the nature of the actions, but also in how the game begins and what causes children’s conflicts. For younger preschoolers, the role is suggested by the object itself: if a child has a saucepan in his hands, he is a mother, if a spoon, he is a child. The main conflicts arise due to the possession of the object with which the game action must be performed. Therefore, often two “drivers” drive a car, and several “mothers” prepare lunch. For children of middle preschool age, the role is formed before the game begins. The main quarrels are over roles - who will be who. Finally, for older preschoolers, play begins with an agreement, with joint planning on how to play, and the main debates are around “whether it happens or not.”

In addition to the role-playing game, which is the main and leading activity of a preschooler, there are other types of games, among which are usually director's games, dramatization games, games with rules - mobile and board games.

Directed play is very close to role-playing play, but differs from it in that it happens not with other people (adults or peers), but with toys depicting various characters. The child himself gives roles to these toys, as if animating them, he himself speaks for them in different voices, acts with them and for them. Dolls, toy bears, bunnies or soldiers become the protagonists of the child’s play, and he himself acts as a director, managing and directing the actions of his “actors”. Therefore, such a game was called director's.

In contrast, in a dramatization game the actors are the children themselves, who take on the roles of some literary or theatrical characters. Children do not invent the script and plot of such a game themselves, but borrow it from fairy tales, films or plays. The task of such a game is to, without deviating from the well-known plot, reproduce the role of the character taken on as best and as accurately as possible.

Games with rules do not imply any specific role. The child’s actions and his relationships with other participants in the game are determined here by rules that must be followed by everyone. Typical examples of outdoor games with rules are the well-known hide and seek, tag, hopscotch, jump rope, etc. Printed board games, which are now widespread, are also games with rules. All of these games are usually competitive in nature - unlike role-playing games, there are winners and losers. The main task of such games is to strictly follow the rules. Therefore, they require a high degree of voluntary behavior and, in turn, shape it. Such games are typical mainly for older preschoolers.

Special mention should be made didactic games, which are created and organized by adults and are aimed at developing certain qualities of the child. These games are widely used in kindergartens as a means of teaching and educating preschoolers.

But play is not the only activity in preschool age. During this period, various forms arise productive activity children. The child draws, sculpts, builds with cubes, and cuts out. What all these types of activities have in common is that they are aimed at creating one or another result, a product - a drawing, construction, application. Each of these types of activities requires mastery of a special way of action, special skills and most importantly - ideas about what you want to do.

Thus, in preschool age, new types of child activities appear. However, the leading and most specific for this period is the role-playing game, in which all other forms of activity of the preschooler arise and initially develop.

Game is a multifaceted phenomenon; it can be considered as a special form of existence of all aspects of human and group life without exception. Just as many shades appear with the game in the pedagogical manual educational process. A huge role in the development and upbringing of a child belongs to play - the most important type of children's activity. She happens to be effective means formation of the personality of a preschooler, his moral and volitional qualities, since it is in the game that the need to influence the world, inherent in every child, is realized. The educational significance of the game largely depends on the professional skills of the teacher, on his knowledge of the child’s psychology, taking into account his age and individual characteristics, on the correct methodological guidance of children’s relationships, on the precise organization and conduct of all kinds of games.

Preschool childhood is a short but important period of personality development. During these years, the child acquires initial knowledge about the life around him, he begins to form a certain attitude towards people, towards work, develops skills and habits of correct behavior, and develops a character. The main activity of preschool children is play, during which the child’s spiritual and physical strength develops; his attention, memory, imagination, discipline, dexterity. In addition, play is a unique way of learning social experience, characteristic of preschool age. In the game, all aspects of the child’s personality are formed, significant changes occur in his psyche, preparing the transition to a new, higher stage of development. This explains the enormous educational potential of play, which psychologists consider the leading activity of a preschooler.

Today in the psychological dictionary you can find the following definition of a game - “a form of activity in conditional situations aimed at recreating and assimilating social experience, fixed in socially fixed ways of carrying out objective actions, in subjects of science and culture.”

There are 2 signs of play as an independent type of activity. Firstly, the game is distinguished by its unproductive nature, i.e. the focus of this activity is not on achieving some external goal or some practically significant result, but on the process of the game itself and on the experiences of the player. Secondly, in the game the imaginary plan prevails over the real one. Therefore, game actions are carried out not according to the logic of the objective meanings of the things involved in the game, but according to the logic of the game meaning that they receive in an imaginary situation.

Determining the meaning of the game in a person’s life Ippolitova M.V. gives the following definition of play: play is reasonable and expedient, planned, socially coordinated, subordinate known rules behavioral system or energy expenditure. In this way, it reveals its complete analogy with the labor expenditure of energy by an adult, the signs of which coincide with the signs of play, with the exception of only the results. This indicates that play is a natural form of child’s work, an inherent form of activity, preparation for future life.

S. Schumann notes that play is a characteristic and unique form of activity of a child, thanks to which he learns and gains experience. Play stimulates the highest emotional experiences in a child and activates him in the deepest way. Therefore, the game can be considered as a development process, aimed in a unique way at the formation of observation, imagination, concepts and skills.

The game of a preschooler is an effective means of assimilation and practical consolidation by the child of norms of behavior that are adequate to social norms and ideas of society.

The play of preschoolers is varied. It takes various forms and in ontogenesis goes through a series of changes from subject to plot-role.

Younger preschoolers usually play alone. In their object and construction games, they improve perception, memory, imagination, thinking and motor abilities. The role-playing games of children of this age usually reproduce the actions of those adults whom they observe in Everyday life.

Gradually, by the middle period of preschool childhood, games become joint, and more and more children are included in them. The main thing in these games is not the reproduction of the behavior of adults in relation to the objective world, but the imitation of certain relationships between people, in particular role-playing ones. Children identify the roles and rules on which these relationships are built, strictly monitor their observance in the game and try to follow them themselves. Children's role-playing games have various themes that the child is quite familiar with from his own life experience. The roles that children play in play are, as a rule, either family roles (mom, dad, grandmother, grandfather, son, daughter, etc.), or educational roles (nanny, kindergarten teacher), or professional ones. (doctor, commander, pilot), or fabulous (goat, wolf, hare, snake). The role players in the game can be people, adults or children, or toys that replace them, such as dolls.

In middle and senior preschool age, role-playing games develop, but at this time they are distinguished by a much greater variety of themes, roles, game actions, and rules introduced and implemented in the game than in younger preschool age. Many natural objects used in the play of younger preschoolers are here replaced by conventional ones, and so-called symbolic play arises. For example, a simple cube, depending on the game and its assigned role, can symbolically represent various items furniture, and cars, and people, and animals. A number of play actions in middle and older preschoolers are only implied and performed symbolically, abbreviated, or only indicated by words.

A special role in the game is given to strict adherence to rules and relationships, for example subordination. Here leadership appears for the first time, and children begin to develop organizational skills and abilities.

In addition to games that include real practical actions with imaginary objects and roles, a symbolic form of play individual activities is drawing. It gradually includes ideas and thinking more and more actively. From depicting what he sees, the child eventually moves on to drawing what he knows, remembers and comes up with himself.

A special class includes competitive games in which the most attractive moment for children is winning or success. It is assumed that it is in such games that the motivation to achieve success is formed and consolidated in preschool children.

In older preschool age, the construction game begins to turn into labor activity, during which the child designs, creates, builds something useful and needed in everyday life. In such games, children learn basic labor skills, learn the physical properties of objects, and actively develop practical thinking. In the game, the child learns to use many tools and household items. He acquires and develops the ability to plan his actions, improves manual movements and mental operations, imagination and ideas.

Psychologists and physiologists have long been engaged in observing, describing and explaining the play of animals, children and adults. So, in particular, we managed to find out the biological meaning of the game - this is: the release of excess vitality; submission to the innate instinct of imitation; need for rest and relaxation; training before a serious matter; exercise in self-control; desire for dominance; compensation for harmful motives; replenishment of monotonous activities; satisfaction of desires that are impossible to fulfill in a real situation.

However, the intensity of the game cannot be explained by any biological analysis. And yet, it is precisely in this intensity, in this ability to drive into a frenzy, that the essence of the game, its original quality, lies. Therefore, the game has long attracted the attention of not only psychologists and teachers, but also philosophers, ethnographers and art historians.

In pedagogical literature, the understanding of play as a reflection of real life was first expressed by K. D. Ushinsky. The environment, according to his opinion, has a strong influence on the game and provides it with varied and effective material. K.D. Ushinsky proves that the content of the game influences the formation of the child’s personality.

N.K. Krupskaya considers play to be a need of a growing organism and explains this by two factors: the child’s desire to learn about the life around him and his inherent imitation and activity. With this approach, play for preschoolers acts as a way of understanding the environment. This point of view is confirmed by physiological data. THEM. Sechenov speaks about an innate property of the neuropsychic organization of a person - an unconscious desire to understand the environment. In a child, this is expressed in questions with which he usually turns to adults, as well as in games. A child's tendency to imitate also encourages him to play.

Preschool age is the initial stage of assimilation of social experience [Soldatova]. A child develops under the influence of upbringing, under the influence of impressions from the world around him. He develops an early interest in the life and work of adults. Play is the most accessible type of activity for a child, a unique way of processing received impressions. It corresponds to the visual-figurative nature of his thinking, emotionality, and activity. By imitating the work of adults and their behavior in play, children never remain indifferent. The impressions of life awaken in them various feelings, the dream of driving ships and planes themselves, and treating the sick. The game reveals the child’s experiences and attitude towards life.

Thus, children are motivated to play by the desire to get acquainted with the world around them, to actively interact with peers, to participate in the lives of adults, and to fulfill their dreams.

The understanding of play as an activity determined by social conditions underlies many studies by foreign scientists: I. Launer, R. Pfütze, N. Christensen (Germany), E. Petrova (Bulgaria), A. Vallon (France), etc.

The game is social in the ways it is played. Game activity, as proven by A.V. Zaporozhets, V.V. Davydov, N. Ya. Mikhailenko, is not invented by the child, but is given to him by an adult who teaches the child to play, introduces him to socially established methods of play actions (how to use a toy, substitute objects, other means of embodying an image; perform conventional actions, build a plot, obey the rules, etc.). Mastering techniques in communication with adults various games, the child then generalizes the play methods and transfers them to other situations. This is how the game acquires self-propulsion and becomes a form of the child’s own creativity, and this determines its developmental effect.

The problem of play has long attracted the attention of foreign teachers and psychologists. K. Gross, S. Hall, F. Schiller, K. Bühler, S. Freud and other researchers explained in different ways the essence and origins of the game, its driving forces, gave the game an important place in preparation for the future adult life. Play, they believe, is a unique means of demonstrating different instincts and inclinations. In essence, they saw no difference between the games of humans and animals.

Thus, K. Gross believed that play is the unconscious preparation of a young organism for life. For example, a three-year-old girl unconsciously prepares to play the role of mother when she lays down and cradles a doll. Consequently, the source of play is instincts, i.e. biological mechanisms.

K. Schiller and G. Spencer explained the game as a simple waste of excess energy accumulated by the child. It is not spent on labor and therefore is expressed in play actions.

K. Bühler, emphasizing the usual enthusiasm with which children play, argued that the whole point of the game lies in the pleasure that it gives the child. But at the same time, the reason that causes this feeling of joy from playing in children remained completely undisclosed.

Z. Freud, for example, believed that a child is motivated to play by a feeling of his own inferiority. Without the opportunity to actually be a doctor, driver or teacher, the child replaces this real role with a game. In this fictional life, he lives out his inherent attractions and desires.

Thus, in contrast to foreign researchers who argued that the nature of children's play is biological, instinctive, domestic pedagogy and psychology define play as an activity social direction with a qualitative, fundamental difference from animal games in character and origin.

State budget educational institution

higher vocational education Moscow region

"Academy of Social Management"

Department of Educational Systems

Independent work No. 1

Subject

« The role of play in personality development»

Vasilyeva Yu.V. primary school teachers

MBOU secondary school No. 3

Pushkino

Moscow 2016

Theoretical foundations of the game.

In the game, the child is the author, performer and almost always the creator, experiencing feelings of admiration and pleasure that free him from disharmony. A game is at the same time a developmental activity, a principle, method and form of life activity, a zone of socialization, security, self-rehabilitation, cooperation, community, co-creation with adults. In the game one learns and acquires social experience relationships between people. Play is social by nature, being a reflected model of behavior, manifestation and development of complex self-organizing systems and the “free” practice of creative decisions, preferences, choices of free behavior of a child, a sphere of unique human activity.

The game is one of the unique forms of learning. The entertaining nature of the conventional world of the game positively emotionally colors the monotonous activity of assimilation or consolidation of information, and the emotional actions of the game activate all the processes and functions of the child’s psyche. The next positive aspect of the game is that it promotes the application of knowledge in new conditions, thus, the material mastered by students goes through a kind of practice, bringing interest and variety to the learning process. In modern schools there is an urgent need to expand methodological potential in general, and in active forms of learning in particular. Such active forms of learning include gaming technologies. The effectiveness of the game as a means creative development personality is especially pronounced in primary school age.

Games are used in educational work in secondary schools, youth centers, institutions of additional education. The emotionality and excitement of the game, the opportunity to become a hero and experience real adventures with peers make the game attractive to schoolchildren.

Having carried out a content analysis of scientists' approaches to the concept of game, we can conclude that we still do not have a scientific, common definition of game for everyone, and all researchers (biologists, ethnographers, philosophers, psychologists) proceed from an intuitive understanding of the corresponding culture, a certain reality and the place of play that it has in this culture.

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, to 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. Playful 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. A child needs active activities that help improve his vitality, satisfy his interests and social needs.

The game is of great educational importance; it is closely connected with learning in the classroom and with observations of everyday life.

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, in social life, in the heroic deeds of people, children have their first dreams of future profession, striving to imitate your 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 role of play in personality development junior school student

Not all pedagogical resources are used in the field of child upbringing and development. One of these little-used means of education is play.

The game belongs to indirect method influence: the child does not feel like an object of influence from an adult, but is a full-fledged subject of activity.

Play is a means where education turns into self-education.

Play is closely related to the development of personality, and it is during the period of particularly intensive development in childhood that it acquires special significance.

Play is the first activity that plays a particularly significant role in the development of personality, in the formation of properties and enrichment of its internal content.

Once you enter the game, the corresponding actions are reinforced over and over again; While playing, the child masters them better and better: the game becomes for him a kind of school of life. A child does not play in order to acquire preparation for life, but acquires preparation for life by playing, because he naturally has a need to act out precisely those actions that are newly acquired for him, which have not yet become habits. As a result, he develops during the game and receives preparation for further activities.

He plays because he develops and develops because he plays. Development practice game.

The game prepares children to continue the work of the older generation, forming and developing in them the abilities and qualities necessary for the activities that they will have to perform in the future.

In play, a child’s imagination is formed, which includes both a departure from reality and penetration into it. The abilities to transform reality in an image and transform it in action, to change it, are laid down and prepared in play action, and in play the path is paved from feeling to organized action and from action to feeling. In a word, in the game, as in a focus, all aspects of the mental life of the individual are collected, manifested in it and through it are formed in the roles that the child, while playing, assumes; the child’s personality itself expands, enriches, and deepens.

In the game, to one degree or another, the properties necessary for studying at school are formed, which determine readiness for learning.

At different stages of development, children tend to different games in natural accordance with general character of this stage. By participating in the development of the child, the game itself develops.

At the age of 6-7 years, the child begins a period of change in the leading type of activity - the transition from play to directed learning (in D.B. Elkonin - the “crisis of 7 years”). Therefore, when organizing the daily routine and educational activities of junior schoolchildren, it is necessary to create conditions that facilitate a flexible transition from one leading type of activity to another. To solve this problem, you can resort to the widespread use of games in the educational process (cognitive and didactic games) and during recreation.

Young schoolchildren have just emerged from a period in which role-playing was the leading type of activity. The age of 6-10 years is characterized by brightness and spontaneity of perception, ease of entering into images.

Games continue to occupy a significant place in the lives of children of primary school age. If you ask younger schoolchildren what they do besides studying, they will all unanimously answer: “We play.”

The need for play as preparation for work, as an expression of creativity, as training of strengths and abilities, and, finally, as simple entertainment among schoolchildren is very great.

At primary school age, role-playing games continue to occupy a large place. They are characterized by the fact that, while playing, the schoolchild takes on a certain role and performs actions in an imaginary situation, recreating the actions of a specific person.

While playing, children strive to master those personality qualities that attract them to real life. Therefore, children like roles that are associated with the manifestation of courage and nobility. In role-playing, they begin to portray themselves, while striving for a position that is not possible in reality.

Thus, role play acts as a means of self-education for the child. In the process of joint activity during role play, children develop ways of relating to each other. Compared to preschoolers, younger schoolchildren spend more time discussing the plot and assigning roles, and choose them more purposefully.

Particular attention should be paid to organizing games aimed at developing the ability to communicate with each other and with other people.

In this case, the teacher must use an individual and personal approach to the child. It is typical that very shy children, who themselves cannot act in scenes because of their shyness, quite easily act out improvised scenes on dolls.

The educational significance of story games for younger schoolchildren is fixed in the fact that they serve as a means of understanding reality, creating a team, fostering curiosity and forming strong-willed feelings of the individual.

Younger schoolchildren understand the conventions of the game and therefore allow a certain leniency in their attitude towards themselves and their comrades in games.

At this age, outdoor games are common. Children enjoy playing with a ball, running, climbing, that is, those games that require quick reactions, strength, and dexterity. Such games usually contain elements of competition, which is very attractive to children.

Children of this age show an interest in board games, as well as didactic and educational. They have the following elements activities: game task, game motives, educational problem solving.

Didactic games can be used to improve the performance of first grade students.

During primary school age, significant changes occur in children's games: gaming interests become more stable, toys lose their attractiveness for children, and sports and constructive games begin to come to the fore. The game is gradually given less time, because... Reading, going to the cinema, and television begin to occupy a large place in the leisure time of younger schoolchildren.

Pay attention to positive value games for comprehensive development for a younger schoolchild, when developing his daily routine, one should leave enough time for play activities, which give the child so much joy. By regulating the games of schoolchildren, preventing cases of mischief, unbearable physical activity, egocentrism (the desire to always play the main roles), teachers at the same time should not unnecessarily suppress children's initiative and creativity.

A pedagogically well-organized game mobilizes children’s mental capabilities, develops organizational skills, instills self-discipline skills, and brings joy from joint actions.

At school age, play does not die, but penetrates into the relationship to reality. It has its internal continuation in schooling and work, compulsory activities with the rule.

Bibliography

1. Pidkasisty P.I., Khaidarov Zh.S. Game technology in training and development. M.: Ross. ped. agency, 1996. 269 p.

2. Shmakov S.A. Fun games, fun games. Lipetsk: Yurius, 2007.127 p.

3. Elkonin D.B. Psychology of the game. M.: Pedagogika, 1978. 301 p.

4. Uruntaeva G. A. Child psychology: a textbook for secondary educational institutions. – M.: Academy, 2006

5. Elkonin D.B. Psychological games" – M., 1978.

6. Avdulova T.P. Psychology of the game. Modern approach.-M.: Academy, 2009

7. Human psychology from birth to death. / Edited by A. A. Rean-M.: AST, 2010

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Kursovik

Introduction .

Today, more than ever, society's responsibility for educating the younger generation is widely recognized. The transformation of general education and vocational schools aims to use all opportunities and resources to increase the efficiency of the educational process. Not all pedagogical resources are used in the field of child upbringing and development. Such little-used means of education include a game .

Meanwhile, pedagogy and psychology see such important features How:

Multifunctionality is the ability to provide an individual with the position of a subject of activity instead of a passive “consumer” of information, which is extremely important for the effectiveness of the educational process.

The game refers to an indirect method of influence: the child does not feel like an object of influence from an adult, but is a full-fledged subject of activity.

Play is a means where education turns into self-education.

Play is closely related to the development of personality, and it is during the period of particularly intensive development in childhood that it acquires special significance.

Play is the first activity that plays a particularly significant role in the development of personality, in the formation of properties and enrichment of its internal content.

In the early, preschool years of a child’s life, play is the type of activity in which his personality is formed.

He plays because he develops and develops because he plays. Development practice game.

In the game, to one degree or another, the properties necessary for studying at school are formed, which determine readiness for learning.

At different stages of development, children are characterized by different games in natural accordance with the general nature of this stage. By participating in the development of the child, the game itself develops.

Course work examines the role of play in child development.

Goal of the work.

I. Based on the analysis of theoretical literature:

1. Determine the meaning of the game for mental and physical development child;

2. Show the role of play as an important means of education;

3. Classify games according to methods of organization.

II. Based on observations and experience in organizing games:

1. Reveal the dependence of the level of development and type of games on age characteristics.

2. Show methods for studying the games of school-age children.

Chapter I

Game theory (methodological basis)

§ 1. Social nature of the game.

Play is a complex socio-psychological phenomenon simply because it is not an age-related phenomenon, but a personal one. The individual’s need for play and the ability to engage in play is characterized by a special vision of the world and is not related to a person’s age. However, the desire for play in adults and children has different psychological reasons.

Why do people stop playing as they grow up?

The need for play probably depends on the creative capabilities of the individual. After all, creativity is necessarily associated with the experience of joy from the process of activity itself. In the works of L.S. Vygotsky shows an age-related tendency towards a decrease in spontaneously occurring games.

As a rule, in children adolescence interest in creativity curtails, the teenager begins to be critical of it.

“We see the same collapse of children’s imagination in the fact that the child loses interest in the naive games of earlier childhood.” (8.32)

An adult who has already made a choice of one of the possible life paths, lives in the sphere of a narrow funnel channel, and the game allows him to conditionally experience other possible options lives not put to real use.

The ability of people to enter the game affects the emotional atmosphere of communication and creates the mood of those around them. Game is a complex socio-psychological phenomenon; with a sufficiently conscious attitude, it becomes a means of stress control, self-renewal, self-improvement, overcoming internal conflict, and also stimulating high spirits.

Why is this remedy so rarely used by adults?

Why is play considered a childhood benefit?

As noted above, play is, first of all, a creative process,

But many have a stereotype that creativity is the lot of the elite, but L.S. Vygotsky, in his work “Imagination and Creativity in Childhood,” refutes this idea. If we understand creativity: “as a necessary condition of existence, and everything that goes beyond the routine, and in which there is even an iota of new, it doesn’t matter whether this created thing ... will be some kind of thing outside world or by a certain structure of the mind or feeling...” It is easy to notice that creative processes are found in full force, both in early childhood and in adults. (8.40)

With age, people get a lot of opportunities to influence the world, while in childhood, play is the dominant way due to the insufficient development of “adult” ways of knowing and acting.

But the main thing, perhaps, is the following. Since childhood, people have become accustomed to hearing: “stop playing, it’s time to get down to business.” Since childhood, a rigid stereotype has been molded: a game is something that is not serious. Play is identified with what is “frivolous”, what is “entertainment”. And adults compensate for the lack of play with meaningful hobbies, immersion in the contemplation of television programs, games according to the rules (chess, cards), sports fandom, etc.

And one more important reason. Play (both external and internal) requires certain mental efforts. Activities and hobbies that compensate for play are easier to experience.

Meanwhile, it has long been discovered that play is not something accidental; it invariably appears at all stages of cultural life among the most different nations and represents an irreducible and natural feature of human nature.

The importance of play in the socialization of a child’s personality is determined by the fact that children’s play is considered as a form of inclusion of the child in the world of human actions and relationships. A game that arises at such a stage of development when highly developed forms of labor make it impossible for the child to directly participate in it, while the conditions of upbringing form in him the desire for joint activities and life with an adult.

The process of socialization is an inextricable unity with the natural need of the child’s body - development, carried out through play. The game is social in its origin and content.

“A game is an activity in which we recreate social relations between people outside the conditions of directly utilitarian activity.” (7.48)

§ 2. Classification of games.

It is customary to distinguish between two main types of games:

Games with fixed and open rules;

Games with hidden rules.

An example of games of the first type is the majority of educational, didactic and outdoor games, as well as educational games (intellectual, musical, fun games, attractions).

The second type includes games in which, on the basis of life or artistic impressions, social relationships or material objects are freely and independently reproduced.

Typically the following types of games are distinguished:

1. outdoor games - varied in concept, rules, and nature of the movements performed. They help improve children's health and develop movement. Children love active games, listen to music with pleasure and know how to move rhythmically to it;

2.building games – with sand, cubes, special building materials, they develop children’s constructive abilities, serving as a kind of preparation for mastering later labor skills;

3. didactic games – specially developed for children, for example, lotto to enrich natural science knowledge, and to develop certain mental qualities and properties (observation, memory, attention);

4. role-playing games – games in which children imitate the household, work and social activities of adults, for example, games of school, daughter-mother, store, railway. Story games, in addition to cognitive purposes, they develop children's initiative, creativity, and observation.

The advantage of play over any other children's activity is that in it the child himself, voluntarily obeys certain rules, and it is the implementation of the rules that gives maximum pleasure.

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Municipal budgetary preschool educational institution kindergarten No. 1 "Teremok" Kulundinsky district of the Altai Territory

Consultation

for teachers

on the topic: “The role of play in the development of preschool children.”

Compiled by:

senior teacher

MDOU kindergarten No. 1 “Teremok”

A.Yu.Semeikina

2016

All adults were children at first, but few remember this. Why do we rarely return in our thoughts to this happy time of life? This would make it easier for us to understand the child’s soul...

What is the role of games in the lives of children?

Preschool age is a unique and decisive period in the development of a child, when the foundations of personality emerge, will and voluntary behavior are formed, imagination, creativity, and general initiative actively develop. However, all these most important qualities are formed not in educational activities (GLC), but in the leading and main activity of a preschooler - in play.
The most significant change, which is noted not only by psychologists, but also by the majority of experienced preschool teachers, is that children in kindergartens began to play less and worse, especially role-playing games decreased (both in number and duration).
Preschoolers practically do not know traditional children's games and do not know how to play. As main reason usually referred to as lack of time to play. Indeed, in most kindergartens the daily routine is overloaded with various activities and there is less than an hour left for free play.
However, even during this hour, according to the observations of teachers, children cannot play meaningfully and calmly - they fumble, fight, push - so teachers strive to fill free time children in quiet activities or resort to disciplinary measures. At the same time, they state that preschoolers do not know how and do not want to play.
This is true. The game does not arise by itself, but is passed on from one generation of children to another - from older to younger. Currently, this connection between children's generations has been interrupted (children's communities of different ages - in the family, in the yard, in the apartment - are found only as an exception). Children grow up among adults, but adults have no time to play, and they don’t know how to do it and don’t consider it important. If they deal with children, then they teach them. As a result, the game disappears from the lives of preschoolers, and with it childhood itself disappears.
The curtailment of play in preschool age has a very sad effect on the general mental and personal development of children. As you know, it is in play that a child’s thinking, emotions, communication, imagination, and consciousness develop most intensively.
The advantage of play over any other children's activity is that in it the child himself, voluntarily obeys certain rules, and it is the implementation of the rules that gives maximum pleasure. This makes the child’s behavior meaningful and conscious, transforms it from spontaneous to strong-willed. Therefore, play is practically the only area where a preschooler can show his initiative and creative activity.
And at the same time, it is in play that children learn to control and evaluate themselves, understand what they are doing, and (probably this is the main thing) want to act correctly. The attitude of modern preschoolers to play (and therefore the play activity itself) has changed significantly. Despite the preservation and popularity of some game plots (hide and seek, tag, daughters and mothers), children in most cases do not know the rules of the game and do not consider it obligatory to follow them. They cease to correlate their behavior and their desires with the image of an ideal adult or the image of correct behavior.
But it is precisely this independent regulation of his actions that turns the child into a conscious subject of his life, makes his behavior conscious and voluntary. Of course, this does not mean that modern children do not master the rules of behavior - everyday, educational, communicative, traffic etc. However, these rules come from the outside, from adults, and the child is forced to accept them and adapt to them.
The main advantage of the game rules is that they are voluntarily and responsibly accepted (or generated) by the children themselves, so in them the idea of what and how to do is fused with desires and emotions. In a developed form of play, children themselves want to act correctly. The departure of such rules from the game may indicate that for modern children the game ceases to be a “school of voluntary behavior”, but no other activity for a 3-6 year old child can fulfill this function.
But voluntariness is not only about acting according to the rules, it is about awareness, independence, responsibility, self-control, and inner freedom. Deprived of play, children do not gain all this. As a result, their behavior remains situational, involuntary, and dependent on the adults around them.
Observations show that modern preschoolers They do not know how to organize their activities themselves, to fill them with meaning: they wander around, push themselves, sort out toys, etc. Most of them do not have a developed imagination, there is no creative initiative and independence of thinking. And since preschool age is the optimal period for the formation of these most important qualities, it is difficult to harbor the illusion that all these abilities will arise by themselves later, in more advanced times. mature age. Meanwhile, parents, as a rule, are little concerned about these problems.
The main indicator of the effectiveness of the kindergarten and the well-being of the child is the degree of readiness for school, which is expressed in the ability to count, read, write and follow adult instructions. Such “readiness” not only does not contribute, but also hinders normal schooling: Fed up with forced educational activities in kindergarten, children often do not want to go to school, or lose interest in studying already in the lower grades.
The benefits of early learning are felt only in the first 2-3 months school life- such “ready” children no longer need to be taught to read and count. But as soon as they need to show independence, curiosity, the ability to decide and think, these children give in and wait for instructions from an adult. Needless to say, such passivity, lack of interests and independence, internal emptiness will have very sad results not only at school.

A game* - the term is sometimes used as a synonym for gaming activity, but unlike gaming activity, it does not consider the stages of development (need, motive, goal, structure, “constructive moments of the game” (D.B. Elkonin), etc.) and the ontogenesis of this activity, but characterizes different types children's games, mainly through grouping or classification.

Play activity* – the leading activity of a preschool child, realizing his need for social competence (the motive of the game is “to be like an adult” and determining the specifics of the social situation of the child’s development: mastering the social position “I and society” through modeling the main types of relationships between people (adult - child , adult - adult, child - adult) in a playful, imaginary situation.

In the game, the child exists in two forms at once (as a playing child and as a character in the game in accordance with the role he has assumed) and constructs an “Image of himself” and an “Image of the world” from two corresponding points of view. This determines the formation of psychological new formations, which are fundamental for the stage of preschool childhood: the formation of modeling activities, a hierarchy of behavioral motives and the ability to voluntarily control one’s behavior, the formation of mechanisms of emotional and intellectual decentration, internal position personality of a preschooler and spatial-temporal displacement.

Design moments of gaming activity:

Imaginary situation Game rules Game role

The dynamics of play activity throughout preschool childhood, according to D.B. Elkonin, lies in changing the relationship between them: from a “hidden” rule and an “open” imaginary situation and game role to an “open” game rule and a “hidden” imaginary situation and role.

*(Preschool education dictionary of terms / [Comp. Vinogradova N.A. etc.] - M.: Iris-press, 2005. – 400 pp.)

“Play has the same meaning in a child’s life as

like an adult - activity, work, service.

What a child is like at play, so in many ways he will be at work.

when he grows up. Therefore, the education of a future leader

happens primarily in the game.”

(A.S. Makarenko)

Game - what could be more interesting and meaningful for a child? This is joy, knowledge, and creativity. This is what a child goes to kindergarten for. Gaming activity is the leading activity for a preschooler. Play is the life of a child, his existence, the source of development of the moral qualities of the individual, his development as a whole.

The game develops voluntary behavior and activates cognitive processes.
The game develops the ability to imagine, imaginative thinking. This happens because the child recreates in the game what interests him, using conditioned actions.
In the game, the child recreates the actions of an adult and gains experience interacting with peers.
In the game, he learns to subordinate his desires to certain requirements; this is the most important prerequisite for the education of will.
In a game, it is much easier to obey the rules associated with fulfilling the role you have taken on.
Through play, the child develops spiritually. V.A. Sukhomlinsky believed that the spiritual life of a child is complete only when he lives in the world of play, fairy tales, music, fantasy, and creativity. Without this he is a dried flower.

Play begins to enter a child’s life from the very beginning. early age. At one year of age, the child begins to exhibit imitative actions. He “reads”, talks on the phone, plays in the kitchen with dishes.

As they grow older, the games become more complex: children imitate the professions of their parents and acquaintances, and “become parents” themselves.

By watching a child play, you can learn a lot about his life, because he transfers all his feelings and experiences to toys. Games can be used to judge relationships in the family, the interests and inclinations of the child. Everything a person needs in life, learning, communication, creativity, originates in children's play. Watch your baby play and you will see what the child needs at the moment for his development.

Play is a unique way of learning for a child, preparing for a more complex “adult” life. Living through game situations, as if “passing” them through himself, the child learns to communicate, sets for himself norms and rules of behavior in certain situations, learns to interact with the world around him and learns its laws, without even realizing that in the future all this will become the foundation to build his future life.

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