Game and mental development of a preschool child. Game and mental development of the child. Origin and types of play
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Academy of Social and Economic Development
Coursework in Developmental Psychology
Topic: "The value of the game for the mental development of the child"
Moscow 2013
Introduction
The question of the influence of play on the mental development of a child has been studied by many domestic and foreign researchers. Among them are Vygotsky L.S. Garbuzova V.I., Obukhov L.F., Elkonina D.B., and many others. others
The value of children's play is difficult to overestimate. In games, the child most effectively prepares for the life of adults. S.L. Rubinstein emphasized: “The child, of course, does not play in order to acquire preparation for life, but, while playing, he acquires preparation for life ... He plays because he develops, and develops because he plays. Game is the practice of development”. The game is of great importance for the life of a child, it has the same meaning as activity, work, service for an adult. What a child is in play, such is in many respects he will be in work when he grows up. Therefore, the upbringing of the future figure takes place, first of all, in the game. The game in childhood cannot be replaced by anything else; without it, the development and upbringing of the child is impossible.
The game promotes the development of imagination. In it, the child makes a breakthrough from the realm of the real-life "here and now" into the realm of the imaginary. In the game, the child thinks, learns ingenuity, resourcefulness, enterprise. The game is creativity. "The game reveals the child's abilities, but also teaches how to use them."
Based on research data in the field of psychology, it can be argued that in the process of playing a preschooler intensively develops not only individual mental functions, but also a change in the child's psyche as a whole. Memory, thinking, perception work at the limit. In the game, the child shows more arbitrariness, remembers more. And, of course, the child's stock of knowledge about the world is enriched. In the game, children not only develop, but also learn. While playing, children for the first time carry out intellectual systematic work. They develop the ability to plan in their mind, to anticipate their own actions and the actions of other people, therefore, when playing, the baby is always at the junction of the real and the game world, occupies two positions at the same time: the real one - the child and the conditional one - the adult. This is the main achievement of the game. It leaves behind a plowed field on which the fruits of theoretical activity - art and science - can grow.
Psychologists in the process of research have revealed that in the game children learn to communicate with each other, find the right solutions in various game situations, which are then transferred to reality. The game develops leadership abilities, which in ordinary life are difficult to form in children. In the game, the child accumulates life experience that will be useful to him in the future. A group of peers teaches him to tolerance, the ability to make concessions without loss of honor and dignity, to compromise. It punishes disregard for the opinions and interests of others, unreasonable and selfish willfulness. It teaches discipline and observance of the rules of conduct among people. In the game, the self-esteem of the child is formed, his self-awareness develops. How a child treats himself, who he considers himself to be, how he calls himself, depends on the attitude of other people towards him. This explains the relevance of the work.
The purpose of this course work: to study the influence of the game on the mental activity of the child.
To achieve this goal, it is necessary to solve the following tasks:
1. Study the essence of gaming activity
2. Consider the types of play activities and their impact on the development of the child
3. To identify the features of the role-playing game and its connection with development.
4. To trace the relationship between the toys played by the child and their role in the development of psychological qualities.
Object of work: The influence of the game on the development of the child
Subject: psychological development and its connection with gaming activity.
Hypothesis:
Experimental base:
Literature review: in this work, the works of D. Elkonin, L.S. Vygotsky, publications and articles on the problem.
The structure of the work: the work consists of an introduction, 2 chapters (a theoretical chapter, a practical chapter), a conclusion with main conclusions and recommendations, a list of references.
1. Play activity
Play is the main activity. A game is a form of activity in which a child reproduces the basic meanings of human activity and learns those forms of relationships that will be realized and carried out later. He does this by substituting some objects for others, and real actions - reduced.
D.B. Elkonin argued that the game is a symbolic-modeling type of activity in which the operational and technical side is minimal, operations are reduced, objects are conditional. It is known that all types of activities of a preschooler are of a modeling nature, and the essence of modeling is the reconstruction of an object in another, non-natural material.
The subject of the game is an adult as a carrier of some social functions, entering into certain relationships with other people, adhering to certain rules in his activities.
In the game, an internal plan of action is formed. It happens in the following way. The child, playing, focuses on human relationships. In order to reflect them, he must internally play not only the entire system of his actions, but also the entire system of the consequences of these actions, and this is possible only when creating an internal plan of action.
As shown by D.B. Elkonin, the game is a historical education, and it occurs when the child cannot take part in the system of social labor, because he is still small for this. But he wants to enter adult life, so he does it through the game, touching a little with this life.
2 . Types of games and their impact on the mental development of the child
Playing, the child not only has fun, but also develops. At this time, the development of cognitive, personal and behavioral processes.
Children play most of the time. During the period of preschool childhood, play goes through a significant path of development (Table 1).
Table 1 Main stages of gaming activity in pre school age
Younger preschoolers play alone. The game is subject-manipulative and constructive. During the game, perception, memory, imagination, thinking and motor functions are improved. IN role-playing game the actions of adults over whom the child observes are reproduced. Parents and close friends serve as role models.
In the middle period of preschool childhood, the child needs a peer with whom he will play. Now the main direction of the game is the imitation of relationships between people. Themes of the plot role playing different; certain rules are introduced, which the child strictly adheres to.
The orientation of the games is diverse: family, where the heroes are mom, dad, grandmother, grandfather and other relatives; educational (nanny, teacher in kindergarten); professional (doctor, commander, pilot); fabulous (goat, wolf, hare), etc. Both adults and children can participate in the game, or they can be replaced with toys.
In older preschool age, role-playing games are distinguished by a variety of topics, roles, game actions, rules. Objects can be conditional, and the game turns into a symbolic one, that is, a cube can represent various objects: a car, people, animals - it all depends on the role assigned to it. At this age, during the game, some children begin to show organizational skills, become leaders in the game.
During the game, mental processes develop, in particular voluntary attention and memory. If the child is interested in the game, then he involuntarily focuses on the objects included in the game situation, on the content of the actions being played and on the plot. If he is distracted and does not properly fulfill the role assigned to him, he can be expelled from the game. But since emotional encouragement and communication with peers are very important for a child, he has to be attentive and remember certain game moments.
In the process of playing activity, mental abilities develop. The child learns to act with a substitute object, that is, he gives it a new name and acts in accordance with this name. The appearance of a substitute object becomes a support for the development of thinking. If at first, with the help of substitute objects, the child learns to think about a real object, then over time, actions with substitute objects decrease and the child learns to act with real objects. There is a smooth transition to thinking in terms of representations.
In the course of the role-playing game, imagination develops. From the substitution of some objects for others and the ability to take on various roles, the child proceeds to the identification of objects and actions with them in his imagination. For example, six-year-old Masha, looking at a photograph showing a girl who propped her cheek with her finger and looks thoughtfully at a doll sitting near a toy sewing machine, says: “The girl thinks that her doll is sewing.” According to this statement, one can judge the way of the game peculiar to the girl.
The game affects personal development child. In the game, he reflects and tries on the behavior and relationships of significant adults, who at this moment act as a model of his own behavior. The basic skills of communication with peers are being formed, feelings and volitional regulation of behavior are being developed.
Reflective thinking begins to develop. Reflection is the ability of a person to analyze his actions, deeds, motives and correlate them with universal human values, as well as with the actions, deeds and motives of other people. The game contributes to the development of reflection, because it makes it possible to control how the action that is part of the communication process is performed. For example, playing in the hospital, the child cries and suffers, playing the role of a patient. He gets satisfaction from this, because he believes that he played the role well.
There is an interest in drawing and designing. At first, this interest manifests itself in a playful way: the child, drawing, plays out a certain plot, for example, the animals drawn by him fight among themselves, catch up with each other, people go home, the wind blows away the apples hanging on the trees, etc. Gradually, the drawing is transferred to the result of the action and a drawing is born.
Learning activity begins to take shape within play activity. Elements of learning activity do not appear in the game, they are introduced by an adult. The child begins to learn by playing, and therefore treats learning activities as a role-playing game, and soon masters some learning activities.
Since the child gives Special attention role-playing game, consider it in more detail.
3 . Role-playing game
A role-playing game is a game in which the child performs the role he has chosen and performs certain actions. Plots for games children usually choose from life. Gradually, with a change in reality, the acquisition of new knowledge and life experience, the content and plots of role-playing games are changing.
The structure of the expanded form of the role-playing game is as follows.
1. Unit, the center of the game. This is the role that the child chooses. In the children's game there are many professions, family situations, life moments that made a great impression on the child.
2. Game actions. These are actions with meanings, they are pictorial in nature. In the course of the game, values are transferred from one object to another (an imaginary situation). However, this transfer is limited by the possibilities of showing the action, since it obeys a certain rule: only such an object can replace an object with which at least a picture of the action can be reproduced.
The symbolism of the game is of great importance. D.B. Elkonin said that abstraction from the operational and technical side of objective actions makes it possible to model a system of relations between people.
Since the system of human relations begins to be modeled in the game, it becomes necessary to have a comrade. One cannot achieve this goal, otherwise the game will lose its meaning.
The meanings of human actions are born in the game, the line of development of actions goes as follows: from the operational scheme of action to human action that has meaning in another person; from a single action to its meaning.
3. Rules. During the game, a new form of pleasure arises for the child - the joy of the fact that he acts as required by the rules. Playing in the hospital, the child suffers as a patient and rejoices as a player, satisfied with the performance of his role.
D.B. Elkonin paid great attention to the game. Studying the games of children aged 3-7 years, he singled out and characterized four levels of its development.
First level:
1) actions with certain objects aimed at an accomplice in the game. This includes the actions of the "mother" or "doctor" directed at the "child";
2) roles are defined by action. The roles are not named, and the children in the game do not use in relation to each other the real relationships that exist between adults or between an adult and a child;
3) actions consist of repetitive operations, for example, feeding with the transition from one dish to another. Apart from this action, nothing happens: the child does not lose the process of cooking, washing hands or dishes.
Second level:
1) the main content of the game is an action with an object. But here the correspondence of the game action to the real one comes to the fore;
2) roles are called children, and a division of functions is outlined. The execution of a role is determined by the implementation of the actions associated with this role;
3) the logic of actions is determined by their sequence in reality. The number of actions is expanding.
Third level:
1) the main content of the game is the performance of actions arising from the role. Special actions begin to stand out that convey the nature of relations with other participants in the game, for example, an appeal to the seller: “Give me bread,” etc .;
2) the roles are clearly delineated and highlighted. They are called before the game, determine and direct the behavior of the child;
3) the logic and nature of actions are determined by the role taken on. Actions become more diverse: cooking, washing hands, feeding, reading a book, putting to bed, etc. There is specific speech: the child gets used to the role and speaks as required by the role. Sometimes, during the game, real-life relationships between children can manifest themselves: they begin to call names, swear, tease, etc .;
4) the violation of logic is protested. This is expressed in the fact that one says to the other: "This does not happen." The rules of conduct that children must obey are defined. The incorrect performance of actions is noticed from the side, this causes grief in the child, he tries to correct the mistake and find an excuse for it.
Fourth level:
1) the main content is the performance of actions related to the attitude towards other people, the roles of which are performed by other children;
2) the roles are clearly delineated and highlighted. During the game, the child adheres to a certain line of behavior. The role functions of children are interconnected. Speech is clearly role-playing;
3) actions occur in a sequence that clearly recreates the real logic. They are varied and reflect the richness of the actions of the person portrayed by the child;
4) violation of the logic of actions and rules is rejected. The child does not want to break the rules, explaining this by the fact that it really is, as well as by the rationality of the rules.
Through the game, the child learns the world. The experience that he receives from the reality around him, the child comprehends and embodies in the game. The child's play space is his own model of the world. With the help of imagination, the baby combines the fragments of reality he remembers. Thus, he does not imitate reality, but passes it through the prism of his views. Creativity is embodied in the plot of the game and in its implementation.
Outdoor games develop children's motor skills. Physical activity not only develops motor abilities, but also strengthens the nervous system. Didactic games enhance the work of the brain, role-playing games bring up moral qualities, etc.
The game becomes a good school for the socialization of the individual, for the manifestation of strong-willed qualities. A complex plot, a large number of participants, the establishment of certain rules contribute to the development of a collective feeling in the child. He increasingly correlates his interests with the interests of other children. The game develops strategic thinking the ability to set goals and achieve them.
The enthusiasm of children for the game unites them, awakens the team spirit. Moreover, children do not stop at one game. They come up with new games and new rules. Thus, a real relationship arises between them. Thus, children can already defend their interests, show their abilities, but also give in, participate in the common cause. This is how the moral qualities of the child are formed.
The game is the most accessible and effective means of educating a child.
3.1 Toys as an integral part of play activities
During the game, children actively use toys. The role of the toy is multifunctional. It acts, firstly, as a means of the child's mental development, secondly, as a means of preparing him for life in the modern system of social relations, and thirdly, as an object that serves for fun and entertainment.
The toy is an integral part of the game. Allocate plot, didactic, motor toys, fun toys, technical and building materials. Plot toys help in the education of such traits as caring, responsibility, affection, gentleness.
Didactic toys - collapsible and others - contribute to the harmonious development of the individual. Fun toys give the child a good mood, give a charge of positive energy.
Motor toys develop children's motor skills, fine motor skills.
Technical toys awaken curiosity, interest in the operation of mechanisms, the desire for one's own creation. Games with building materials form qualities in a child that will be useful to him in life. So the child learns to make plans, determine tasks for the implementation of these plans, select the necessary forms and materials, and coordinate their actions.
In infancy, the child manipulates the toy, it stimulates him to active behavioral manifestations. Thanks to the toy, perception develops, that is, shapes and colors are imprinted, orientations to the new appear, preferences are formed.
In early childhood, the toy plays an autodidactic role. This category of toys includes nesting dolls, pyramids, etc. They contain the possibility of developing manual and visual actions. While playing, the child learns to distinguish sizes, shapes, colors.
The child receives many toys - substitutes for real objects of human culture: cars, household items, tools, etc. Thanks to them, he masters the functional purpose of objects, masters tool actions. Many toys have historical roots, such as bow and arrow, boomerang, etc.
Toys, which are copies of objects that exist in the everyday life of adults, introduce the child to these objects. Through them, there is an awareness of the functional purpose of objects, which helps the child psychologically enter the world of permanent things.
Various household items are often used as toys: empty coils, matchboxes, pencils, shreds, strings, as well as natural material: cones, twigs, slivers, bark, dry roots, etc. These items in the game can be used in differently, it all depends on its plot and situational tasks, so in the game they act as polyfunctional.
Toys are a means of influencing the moral side of a child's personality. A special place among them is occupied by dolls and soft toys: bears, squirrels, bunnies, dogs, etc. First, the child performs imitative actions with the doll, i.e., does what the adult shows: shakes, rolls in a stroller, etc. Then the doll or soft toy acts as an object of emotional communication. The child learns to empathize with her, patronize, take care of her, which leads to the development of reflection and emotional identification.
Dolls are copies of a person, they are of particular importance for a child, as they act as a partner in communication in all its manifestations. The child becomes attached to his doll and, thanks to her, experiences many different feelings.
story game psychological
4 . The role of play in the mental development of the child
The meaning of the game according to L.S. Vygotsky (1966, 1967, 1983) lies in the development and exercise of all the abilities and inclinations of the child. The game teaches, shapes, changes, educates. The game leads development and creates the zone of proximal development of the child (L.S. Vygotsky, 1983). An analysis of a child's play activity can serve as an important diagnostic tool for determining the level of a child's development. As K.D. Ushinsky, “a child in his games reveals without pretense his entire spiritual life” (Cited in Elkonin, 2008, p. 139).
Even more important than diagnostic, the game is for the full upbringing and development of the child. This was pointed out by the Russian teacher A.I. Sikorsky: "The main aid or tool for mental development in early childhood is tireless mental activity, which is usually called games and amusements." There is not a single system of pedagogy in the history of pedagogy in which, to one degree or another, a place would not be assigned to the game.
The value of games for the mental development of the child. “The feedback kids get on their accomplishments helps keep them motivated. This connection can be external, such as a positive response from parents or peers, or internal and intrinsic to the task itself: children discover that their actions have natural consequences.
So, climbing on some gymnastic apparatus, they can enjoy the feeling of tension in the muscles and the fact that they are so high and see what cannot be seen from the ground. If they notice that they are losing their balance, they try to take a more stable position. Parents and caregivers can be of great help to children by making this internal feedback more visible. From a specific remark, for example: “Now you are holding on tightly to the crossbar,” there is more benefit than from simple praise.
From what has been said, it is clear that in the game and with the help of the game, the emotional, cognitive spheres of the child develop, and his socially significant qualities are formed.
One of the tasks of mental development at this age is to teach the child to control his behavior, attention, emotional state, etc., that is, to form the arbitrariness of his mental activity, which forms the basis of his readiness to study at school. In other words, the task of the mental development of a preschooler is to abandon the dominant “I want” and master the concepts “should”, “need”, “can”, “impossible”, which form the basis of voluntary behavior. A preschooler at this age takes a significant step in the development of voluntariness. Children's ability to control their impulsiveness triples between the ages of four and six; six-year-old children show initiative in choosing a goal, are independent in their actions and are persistent in achieving it.
Once again, we note that we are talking about the formation of the beginnings of arbitrariness, which manifests itself both in the cognitive, and in the emotional-volitional, and behavioral activity of the child. Towards the end preschool age the main mental characteristics of the personality are formed. From what has been said, it follows that the leading line of mental development of a preschooler is the line of personal development.
Personal development is closely connected with the improvement of the self-concept that arose on the threshold of preschool childhood. Throughout all ages, from infancy to adolescence, the child, discovering the world, first of all discovers himself in this world. Recognizing himself, he gains experience of interaction both with the world of things (objective world) and with the world of people (the social world). And all this in order to learn to interact with your Self or, in other words, to live in harmony with yourself.
The value of games for the mental development of the child. By the age of five, the child begins to understand the world around him and realizes his place in it. Motives - the driving force of behavior - acquire stability, due to which the child becomes to a certain extent independent of changing external circumstances. Thus, overcoming the conflict between the capabilities and needs of a child of three to five years depends on how developed the arbitrariness of his mental activity is. In other words, how much he is able to regulate his behavior. The ability to regulate behavior depends, in turn, on how well the child's ideas about the world and his place in it are formed.
The game plot, the presentation of educational or any other tasks in a game form, first of all, serve to attract the child to activities, create positive motivation in him (recall the example of D.B. Elkonin (1978) about his daughters who categorically refuse to eat semolina porridge and enjoying it in the game in kindergarten), removing fears, including fears of training sessions, new environment and people, facilitate the child's acceptance of educational (correctional and developmental activities) and provide optimal conditions for its implementation. “The child, wishing, performs, thinking, acts” (Vygotsky, 1978, p. 292). Learning in an imaginary situation makes the child feel like a "source" of learning (Kravtsova, 2003). The immersion of a baby with still unformed play activity into an imaginary situation, in the environment of older playing children, affects his zone of proximal development, and contributes to the transition of the child to the next age stage. In adolescence, an imaginary situation becomes a means of understanding one's own relationships and emotions, but also a way of idealizing the image of "I".
The game stimulates exploratory behavior aimed at finding and acquiring new information. The development of cognitive abilities, observation, intelligence and curiosity is stimulated. By creating imaginary situations, the child has the opportunity to move through space and time - therefore, spatio-temporal functions develop.
There is evidence of a connection between the features of play at preschool age and the formation of reading skills in children. primary school. It is shown that children who do not succeed in reading, less than successful schoolchildren, played before school with their peers outside the home, spent less time board games, folded pictures and engaged in artistic creativity.
In a game situation, a more complex organization of movements is formed, new movements are reproduced and improved. Play (especially collective play) successfully contributes to overcoming motor disinhibition in neurotic children.
On new stage development passes into the game and speech activity. “If at the age of one and a half a child makes a discovery: every thing has its own name, then in the game the child discovers: every thing has its own meaning, every word has its own meaning, which can replace a thing.” The child acts with the meanings of objects, based on early stages development of the game on their material substitutes - toys, and then only on the word-name as a sign of the object, and actions become generalized actions accompanied by speech. The game situation creates a renaming of the subject, and then the player. The so-called "role speech" (D.B. Elkonin) appears, determined by the role of the speaker and the role of the one to whom it is addressed. This is best evidenced by the experience of the experimental formation of plot-role-playing games in mentally retarded children: as role-playing behavior was formed, the children's speech became richer and more diverse in its functions: planning speech and speech arose as a means of an emotional attitude to objects. role play in puppet show helps children with stuttering overcome speech defects.
Active play activity with meanings divorced from objects develops the imagination and increases the creative potential of the child, as the child in his own way transforms environment, which often leads to new, unconventional results.
The game transfers the child's thinking to a new, higher level of "decentred" thinking, overcoming cognitive egocentrism. In the game, the ability for abstract thinking, generalization and categorization is formed due to the fact that the child's play actions are abstracted from a specific objective situation and acquire a collapsed, generalized character. From extensive action to mental actions, their speech and conclusions - this is the way of formation of abstract thinking in the game.
The role-playing game develops voluntary attention and voluntary memory through the desire to understand and best reproduce the internal content of the role and all the rules for its implementation. These cognitive abilities are essential to success in school.
In the game, the child's self-awareness is formed - the ability to identify himself with an image or role in a figurative or plot-role-playing game, with other participants in the game in a game with rules or with other characters or spectators in a director's game. This ability to identify is, according to E.E. Kravtsova (2001), the source of the described by L.S. Vygotsky generalizations of experiences in children of 7 years old. Identification also ensures the formation of interpersonal decentration and arbitrariness. In this sense, L.S. Vygotsky said that “the child learns his “I” in the game. From identifying himself with the other, the child in play moves on to separating himself from the other. Through the game position (role), a personal position is formed, the ability to see oneself from the position of another, the desire to take a different position, motivation for achievement.
The ability for interpersonal decentration takes place in ontogeny at 4 levels:
Level 0 - undifferentiated and egocentric perception of the surrounding world;
Level 1 - differentiated egocentric perception of others, when the child is able to distinguish his point of view from the opinion of another, but is not able to share it;
Level 2 - the formation of the ability to reflect and the ability to stand on the point of view of another when analyzing the situation, as well as the awareness of such an ability in another. However, the ability to integrate has not yet been formed at this level: the child jumps from one point of view to another;
Level 3 - the ability to perceive and interpret the real situation from different points of view, including from the point of view of a third party, that is, the ability to integrate different points of view.
It can be thought that the formation of the last two levels of interpersonal decentration occurs at the stage and in the process of the appearance of role-playing games and games with rules. This can be explained by the fact that the game "is consonant with the social nature of the child, the extremely early need for communication with adults, which turns into a tendency to live a common life with adults." At the same time, decentering occurs only in a collective role-playing game, forcing the child to perceive and take into account in the game not only their own conditional position, but also the positions of their partners in the game, as well as the meanings of objects corresponding to each position. The game also forms a mechanism for a possible change of position.
The formation of the ability to decenter in the game is a necessary condition for the socialization of the child, and its basis is the cognitive abilities of the child developing in the game. The game is the best opportunity for the harmonious combination of learning and child development
Having ceased to be the leading activity, one or another type of play turns into a form of organizing the life and activity of the child. In this capacity, the game has a different meaning, a different place in the lives of children, makes a different contribution to their mental development. In this and only in this capacity, the game can become a learning tool, a tool used to organize and support the educational process, a tool used in psycho-correctional pedagogy, etc.”
At any stage of development, in any form, the game contributes to the intellectual, emotional and moral development of the child.
Conclusion
In conclusion, I would like to reiterate the main points that were covered in this thesis.
The mental development of the child lies in the fact that under the influence of the conditions of life and upbringing, the formation of the mental processes themselves, the assimilation of knowledge and skills, the formation of new needs and interests take place.
The value of children's play is difficult to overestimate. In games, the child most effectively prepares for the life of adults.
The game promotes the development of imagination. In it, the child makes a breakthrough from the realm of the real-life "here and now" into the realm of the imaginary. In the game, the child thinks, learns ingenuity, resourcefulness, enterprise. The game is creativity. "The game reveals the child's abilities, but also teaches how to use them."
Based on research data in the field of psychology, it can be argued that in the process of play, not only individual mental functions develop intensively, but also a change in the child's psyche as a whole occurs. Memory, thinking, perception work at the limit. In the game, the child shows more arbitrariness, remembers more. And, of course, the child's stock of knowledge about the world is enriched.
The game gives the child the opportunity in a lively, exciting way to get acquainted with a wide range of phenomena of the surrounding reality, to actively reproduce them in their actions. Reflecting in their games the life of the people around them, their various actions and various types of their work, children get the opportunity to more deeply understand, more deeply feel the environment. The correct understanding of the events depicted, the correct performance of the corresponding actions receive constant, systematic reinforcement in the game due to the approval of the children's team to achieve the appropriate game result, and the teacher's positive assessment. All this creates favorable conditions for the formation and consolidation of new temporary connections in children. Leading children's games, enriching their content, organizing playing children, the educator expands the child's experience, forms new mental qualities in him.
Contributing to the knowledge of the environment, developing children's imagination, the game is at the same time a kind of school of children's will. The richer the content of children's games, the more complex their design, the more children participate in it, the more the child is forced to act not under the influence of fleeting desires, but guided by the general goal and rules of the game. The game develops the mind and feelings of the child, as well as premeditation, arbitrariness of actions. The ability to act together, to reckon with the requirements of the team is being developed. This is the significance of play activity in the mental development of the child.
However, no matter how important the game is, it is not his only activity. The game itself develops under the influence of children's acquaintance with others. Its content is enriched by the experience acquired by the child in everyday life, in the performance of labor tasks, as well as in the course of classes.
Under the influence of learning, preschool children gradually develop interests in acquiring new knowledge, and the simplest skills of educational work are formed. Teaching children in the classroom expands children's knowledge of the environment, allows them to successfully master the language, the simplest counting operations, visual skills, etc.
Training sessions have an impact on the development of observation, semantic memorization, the simplest forms of consistent, logically correct thinking. At the same time, they accustom the child to a certain discipline, develop the ability to act and focus their attention in accordance with the requirements of the educator, thus forming volitional qualities child.
Performing the simplest labor tasks together with other children under the guidance of parents and educators, the child enriches his knowledge of the environment, acquires useful practical skills, learns to act together, in accordance with the interests of the team. Thus, valuable moral qualities are formed - hardworking, comradely mutual assistance, the desire to work for the common good, which is very important for the entire subsequent development of the child, for his further education at school, as well as for his future work activity. Throughout the preschool age, the nature of the activity and the mental characteristics of preschoolers change significantly. Younger preschoolers are still in many ways similar to children of pre-preschool age. Their games are initially poor in content and often come down to repeated repetition of the same actions. In younger preschoolers, the ability to play and act together is not yet sufficiently developed. The fulfillment of the tasks of an adult, expressed in verbal form, presents significant difficulties for kids.
In the game, children not only develop, but also learn. While playing, children for the first time carry out intellectual systematic work. They develop the ability to plan in their mind, to anticipate their own actions and the actions of other people, therefore, when playing, the baby is always at the junction of the real and the game world, occupies two positions at the same time: the real one - the child and the conditional one - the adult. This is the main achievement of the game. It leaves behind a plowed field on which the fruits of theoretical activity - art and science - can grow.
Bibliography
1. Abramova G.S. Developmental psychology: Proc. allowance for university students. - M.: Academy, 2007.
2. Abramova G.S. Psychology of human life: Research of gerontopsychology: Proc. allowance for students of psychology. fak. universities. - M.: Ed. center "Academy", 2002.
3. Glukhanyuk N.S., Gershkovich T.B. Late age and strategies for its development. - M., 2003.
4. Craig Grace. Psychology of development. - St. Petersburg, 2000.
5. Kulagina I.Yu. Developmental psychology: child development from birth to 17 years. - M., 2008.
6. Kulagina I.Yu., Kolyutsky V.N. Developmental psychology: Human development from birth to late adulthood: (Full life cycle of human development): Proc. allowance for students of higher special. educational institutions. - M., 2001.
7. Mukhina V.S. Developmental psychology: phenomenology of development, childhood, adolescence. - M., 2009.
8. Mukhina V.S. Child psychology. - M., 2009.
9. Nemov R.S. Psychology. Book 2. - M., 2004.
10. Obukhova L.F. Age-related psychology. - M., 2000.
11. Smirnova E.O. Child psychology. - M., 2003.
12. Elkonin B.D. Psychology of development: Proc. allowance for students. universities /B.D. Elkonin. M.: Academy, 2001.
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The game is the leading type of activity of a preschool child. D. B. Elkonin emphasized that the game belongs to the symbolic-modeling type of activity, in which the operational and technical side is minimal, operations are reduced, objects are conditional. The game is "a gigantic pantry of the real creative thought of the future man."
Throughout its development, the child constantly "masters" the adult. The need to form an internal plan of action is born precisely from the system of human relations, and not from the system of material relations. Play is an activity in which the child first emotionally and then intellectually masters the entire system of human relations. A game is a special form of mastering reality through its reproduction, modeling.
The unit, the center of the game is the role that the child takes on. The most remarkable thing about role play is that, having assumed the function of an adult, the child reproduces his activity in a very generalized, symbolic way.
Game actions are actions that are free from the operational and technical side, these are actions with meanings, they are pictorial in nature.
In a child's game, meaning is transferred from one object to another (an imaginary situation), therefore, perhaps, children prefer unformed objects, to which no action is assigned.
The game needs a friend. If there is no comrade, then actions, although they matter, have no meaning. The meaning of human actions is born from the relationship to another person.
The last component in the structure of the game are the rules. Vygotsky puts forward the thesis that there is no game where there is no child's behavior with rules, his peculiar attitude to the rules. The imaginary situation already contains the rules of behavior, although it is not a game with developed rules formulated in advance. What exists imperceptibly for a child in life becomes a rule of behavior in play. Piaget shares two sources for the development of rules for children's behavior:
1. The rules that arise in a child, from the unilateral influence of an adult on a child.
2. Rules arising from the mutual cooperation of an adult and a child, or children among themselves.
Game rules, there are rules for him for himself, the rules of internal self-restraint and self-determination. The child says to himself - I have to behave this way and that way in this game.
In play, for the first time, a new form of child's pleasure arises - the joy of acting in accordance with the rules. In play, the child cries like a patient and rejoices like a player. This is not just the satisfaction of desire, it is a line of development of arbitrariness that continues into school age.
Vygotsky says that the definition of play only on the basis of pleasure cannot be considered correct, because there are a number of activities that can bring a child much more acute experiences of pleasure than play. At preschool age, peculiar needs arise, peculiar impulses that are very important for the entire development of the child and directly lead to play. They lie in the fact that a child at this age has a whole series of unrealizable tendencies, unrealizable desires directly. That is why the game is created.
On the one hand, by the beginning of preschool age, unsatisfied desires appear, tendencies that cannot be realized immediately, and, on the other hand, the tendency of an early age to the immediate realization of desires persists. Hence the game arises as an imaginary illusory realization of unrealizable desires. Imagination is that neoplasm that is absent in the mind of a young child.
The essence of the game is that it is the fulfillment of desires, but not individual desires, but generalized affects. The child generalizes affective reactions to adults.
The child plays without being aware of the motives of play activity. This essentially distinguishes the game from work and other activities.
The criterion for separating the child's play activity from the general group of other forms of his activity should be that the child creates an imaginary situation in play.
In play, the child learns to act in a cognizable, i.e., mental, and not visible, situation, relying on internal tendencies and motives, and not on motives and impulses that come from the thing. Perception at this age is generally not an independent moment, but the initial moment in a motor-affective reaction, i.e., any perception is thus a stimulus to activity.
Action in a situation that is not seen, but only thought, action in an imaginary field, in an imaginary situation, leads to the fact that the child learns to be determined in his behavior not only by the direct perception of a thing or the situation directly affecting him, but by the meaning of this situation.
At preschool age in play we have for the first time a discrepancy between the semantic field and the optical field. In play action, the thought is separated from the thing, and the action begins from the thought, and not from the thing. Structure of human perception. Meaning/Thing
The child in the game creates such a structure - meaning / thing, where the semantic side, the meaning of the word, the meaning of the thing, is dominant, determining his behavior.
In play, the child operates with things as things that have meaning, operates with the meanings of words that replace the thing, so in the game the word is emancipated from the thing. The separation of a word from a thing needs a strong point in the form of another thing. The transfer of meanings is facilitated by the fact that the child takes the word for a property of a thing, does not see the word, but sees behind it the thing it signifies.
The first paradox of the game is that the child operates with a detached meaning, but in a real situation. The second paradox lies in the fact that the child acts in the game along the line of least resistance, that is, he does what he wants most of all, since the game is associated with pleasure. At the same time, he learns to act along the line of greatest resistance: obeying the rules, children refuse what they want, since obeying the rules and refusing to act on a direct impulse in the game is the path to maximum pleasure.
Just as there is a fraction - a thing / meaning, there is a fraction - an action / meaning. In a preschool child, at first the action is dominant over its meaning, a misunderstanding of this action; The child is more able to do than to understand. At preschool age, for the first time, such a structure of action arises in which meaning is decisive; but the action itself is not a secondary, subordinate moment, but a structural moment. The child, wishing, performs, thinking - acts; the inseparability of internal action from external action: imagination, comprehension and will, i.e., internal processes in external action. In play, an action replaces another action, just as a thing replaces another thing.
The game is the target activity of the child. The goal decides the game. The goal becomes that for which everything else is undertaken.
The child learns to be aware of his own actions, to realize that every thing matters. The fact of creating an imaginary situation from the point of view of development can be considered as a path to the development of abstract thinking; the rule connected with this leads to the development of the child's actions.
The play of a child up to three years of age has the character of a serious game, just like the play of a teenager, in a different sense of the word; serious game child of an early age lies in the fact that he plays without separating the imaginary situation from the real one.
In the schoolchild, play begins to exist in the form of a limited form of activity, predominantly of the type of sports games, which play a certain role in the general course of the schoolchild's development, but do not have the significance that play has for the preschooler.
The game in appearance bears little resemblance to what it leads to, and only an internal deep analysis of it makes it possible to determine the process of its movement and its role in the development of the preschooler.
At school age, the game does not die, but penetrates into the relationship to reality. It has its internal continuation in schooling and work (compulsory activity with a rule). In play, a new relationship is created between the semantic field, that is, between the situation in thought and the real situation.
Origin and types of play
The game arises in the course of the historical development of society as a result of changes in the place of the child in the system of social relations(Arkin, 1935; Elkonin, 1978). The higher the development of society, the more the duration of childhood increases, that is, the children take an active part in the life of adults later, and the more difficult the period of preparing the child for adulthood becomes. If in primitive society education is not singled out as a special social function, since children are very early, from 3-5 years old, included in the productive labor of adults and very quickly become independent (Mead, 1931; Alt, 1956), then in modern society, in Due to the increasing complexity of the means of labor and industrial relations, there is the production of special items for children - toys that help in the course of role-playing games to master the social functions of objects and master the skills necessary for future labor activities. The child "grows" into the world of adults through gaming activity, which reproduces the life of society (Elkonin, 1978). Interaction with toys is for a child interaction with the world of human things. It is important that this interaction is always initiated and organized by an adult who provides a model of actions, emotionally reinforces (approves or disapproves) manipulations with objects or toys that replace them. At the same time, many toys are not aimed at mastering certain labor skills, but at developing general abilities necessary for various types of future activities: dexterity, fine motor skills, hand-eye coordination, accuracy of movements, etc. It is characteristic that the functions and content of toys are the same at different peoples With different conditions life and at different levels of development. “... A child born and growing up in the culture of the 20th century uses very often as a source of joy and an instrument for his development and self-education the same toy that is the property of a child born from people who, in their mental development, are close to the inhabitants caves and piled buildings, and growing in the conditions of the most primitive existence. And these children of so distant from each other epochs of mankind show their deep inner closeness by the fact that they not only receive or create similar toys themselves, but, what is even more amazing, by making the same use out of them ... Child of man, as and his toys, manifests its unity in the unity of human traits of development” (Arkin, 1935, pp. 32 and 49). But this statement is true only for the so-called "original toys" such as the ball, spinning top, weapons, dolls and animal pictures. But even these toys, their forms and significance for children's play historically change as the child's place in society changes (Elkonin, 1978). Thus, play arises in response to the needs of the society in which children live and of which they are expected to become active members. “The game is not a world of fantasy and conventionality, but rather a world of reality and unconditionality, only recreated by special means” (Ibid., p. 221).
The first game of early childhood - subject game(games-exercises in Piaget's classification, 1969), which grows out of objective actions (manipulative actions with objects) in parallel with the assimilation of historically established modes of action and functions of real objects in the context of communication between an adult and a child. “... The child lives in a society of people and in an environment of human objects, each of which is assigned a specific, socially developed mode of action, the bearer of which is an adult ... The mode of action with an object can be mastered by a child only through a model, and the meaning - only through the inclusion of action in the system of interpersonal relations” (Elkonin, 1978, p. 138). An adult in joint activities helps the baby to turn a pictorial toy that imitates a real object from an object into a toy itself. In this process, according to Elkonin, the signified and the signifier are differentiated and the symbol is born - an individual designation that contains elements of the image of the object. A necessary condition for the emergence of object games is the formation of sensorimotor coordination in the course of manipulating real objects in the first year of life in interaction with an adult, stimulating concentration on an object, orientation in space when grasping it, orientation in the physical form of an object, etc.
“A child mastering the world around him is a child striving to act in this world. Therefore, in the course of the development of his awareness of the objective world, the child seeks to enter into an effective relation not only to things directly accessible to him, but also to the wider world, i.e., seeks to act like an adult ”(Leontiev, 1965, p. 471). An adult speaks to a child, first of all, from the side of his functions. The game arises when unrealizable immediate tendencies appear, and at the same time, the tendency characteristic of early childhood to the immediate realization of desires persists. In object play, according to Vygotsky (1966), illusory realization of unrealizable desires and the function of imagination is formed. The game is the realization of generalized unconscious affects. Their main content is the system of relations with adults. (Vygotsky, 1966).
In the game, items acquire a special game sense, which persists until the end of the game. The emergence of game meaning generates imaginary situation which is characterized by the transfer of meanings from one object to another and actions that recreate real actions in a generalized and abbreviated form.
Unlike manipulations with real objects, a child in object play operates with generalized meanings of objects, with general schemes for using objects in various situations. Meaning is thus divorced from the object, but not from the actual action with the object. The repetition of actions inherent in the game contributes to their assimilation. In this case, the action is separated from the object, only the pattern of movements is reproduced: cradling the cube or feeding the kitten with a spoon, repeating the familiar actions of the mother. Thus, there is substitution- game use of the subject.
A special role in this belongs to verbal designation depicted action. “Each word for a child contains, as it were, a possible system of actions, and thus also a feature of the object or phenomenon to which he refers the word itself. The connection of a word with an object and connection possible actions with the word shows that the word in its content acts for the speaker as a way of action with the called object or phenomenon” (Lukov, 1937, p. 10). However, this connection of the word with the system of actions is dynamic, depending on the age of the child, the experience of actions with objects and the conditions of the game. As the game develops, in the game activity there is a change in the relationship between the object, word and action. At the same time, these relations can be superimposed in a specific way by the features of the psychophysical development of children, for example, deafness: in deaf children, verbal regulation of play actions requires special training (Vygotskaya, 1966).
Already in the first studies of children's play, it was noted that, imitating the actions of adults, the child does not passively follow the model, but actively assigns action functions to objects the outside world (Stern, 1922). Therefore, a play object must be partially familiar and at the same time have unknown possibilities, that is, contain the possibility of imagery and fantasy (Buytendijk, 1933). If the subject is unfamiliar, then the game action is preceded by an orienting reaction and exploratory behavior (Hind, 1975). If the item is completely familiar, the child may quickly become bored with it, unless he discovers some new feature of the item that stimulates exploratory behavior leading to play (Voss & Keller, 1986).
In subject games are also of great importance replacement items, that is, non-specific items (cubes, sticks, etc.) that replace the missing toys. A cube can become a doll, a stroller or a car for her, and a bottle from which she drinks, etc. Such objects are very important for the development of the child's imagination and a more in-depth knowledge of the functions of objects in the outside world. At the same time, as L. S. Vygotsky wrote, “a lump of rags or a piece of wood becomes a small child in play, because they allow the same gestures that depict carrying a small child in your arms or feeding him. The child's own movement, his own gesture is what gives the function of a sign to the corresponding object, what gives it meaning” (Vygotsky, 1935, p. 78). Therefore, some physical properties of non-specific objects may limit their play use, for example, a ball that does not have fixed coordinates is poorly suited for depicting a child (Lukov, 1937).
Thus, substitution (playful use of an object) can take place by the type of transferring an action to a new situation (feeding a doll), or the implementation of the same action by an object - a substitute (cradle of a cube). Thus, the game actions already contain elements of the role. “The path of development of the game goes from a specific objective action to a generalized game action and from it to a game role-playing action: there are spoon feed spoon doll spoon feed the doll how is your mom,- such is the schematic path to the role-playing game” (Elkonin, 1978, p. 187, emphasis of the author).
The first form of play in the preschool period is directing game(Kozharina, 2001), which includes the organization of the play space, linking several objects by meaning, inventing replicas for each character, naming the properties of the play object (“sick doll”). The latter is possible only after naming the object by an adult and/or performing an action with this object (Fradkina, 1946). The child controls the toy, acts through it.
This game meets the child's need to actively influence the surrounding objects. The child begins to manipulate objects not because of their attractiveness, but by endowing objects (often non-specific, with neutral properties) game values and bringing these values into the game situation. At the same time, as L. S. Vygotsky pointed out, it is not the similarity of the object with the designated creature or animal that is important, but its functional use, the ability to manipulate it, to give the object (or the very various subjects) using gesture sign feature. “Thus, a stick becomes a riding horse for a child, because it can be placed between the legs, a gesture can be applied to it that will indicate that the stick in this case means a horse” (Vygotsky 1983, p. 182). Therefore, L. S. Vygotsky called this form of play “symbolic” (ibid.). Gradually, these objects not only replace the beings they signify, but also point to them, retaining the acquired meaning of conventional objects and relations. “Here we meet with what is perhaps the most interesting feature of children's play - with the transformation of the most insignificant and unpromising things into real living beings” (Selli, 1901, p. 51). The abbreviation and generalization of play actions is the most important condition for modeling social relations in play activity (Elkonin, 1978). Game actions are subject to the logic of real life relationships: a car-chair, for example, stops at a red light.
The volume of characters and the size of the playing space should be small so that the baby can keep them in sight and memory. “It is easy to see how the child's play behavior becomes more complicated, which must constantly hold two positions at the same time: the position of the director (over-situational, over-play) and the position of the player, role-playing (sometimes even several roles). In the director's play, the child's initiative, the ability to act from within, is worked out, strengthened, and for the first time the second component of volitional behavior appears - meaningfulness (the child gives meaning to neutral objects - cubes, sticks, etc. and connects them with a plot). These two components of volitional behavior (initiative and meaningfulness) are mainly aimed at external objects; with their help, the child learns to master game situation...” (Kozharina, 2001, p. 292). Director's game can be considered a transitional stage to the emergence of a role-playing game, the new formation of which is the emergence of a logically connected chain of actions combined into one complex action.
In the middle preschool age (4 years), children have a new type of game: figurative- a symbolic game in Piaget's classification (Piaget, Inhelder, 1966), when children transform into role-images (bunny, doctor, car, etc.) and subordinate their actions to the nature of the role-image. Initiative is filled with the meaning of the image-role. When performing the role-image, the child uses different means of representation: speech, action, facial expressions, gestures, external attributes of the image, etc. “This type of game allows the child to see the fan of his abilities, try himself in different “faces” and roles” (Kozharina , 2001, p. 293) and opens up new opportunities for the child to cognize reality and master his behavior, speech, facial expressions, movements, etc. - necessary components to form a full-fledged role-playing game in the future. “If in director's play the child's initiative is mediated by external objects..., then in role-playing play, the child's body (including speech, facial expressions and pantomime) acts as a means of mediation. Two components of volitional behavior - meaningfulness and initiative - are combined ... ”(ibid.). The child creates a special meaningful situation, being the center of it. At the same time, both the images and the roles in which the child transforms are absolutely not similar to the performer, i.e., the imaginary situation is qualitatively different from the real situation (cars talk to each other, the traffic light goes for a walk, etc.) (Sysoeva, 2003 ).
By the senior preschool age (5 years) appears role-playing game- independent full-fledged game activity according to D. B. Elkonin, “as the positioning of oneself in the world and as a reflection of the world in oneself” (Kravtsov, 2001, p. 297). The imaginary situation and role give new meaning to previous actions with objects, make them long and emotionally saturated. “The play of children, which contains a role and an imaginary situation as its general background, is fundamentally different from those cases of play when they do not exist at all” (Slavina, 1948, p. 26). The difference lies in the fact that "objects and actions with them are now included in the new system of the child's relationship to reality, in a new affective-attractive activity" (Elkonin, 1978, p. 276). It is also important that “the role is introduced into the child's actions as if from the outside, through plot toys that suggest the human meaning of actions with them; ... the role is the semantic center of the game, and both the created game situation and the game actions serve for its implementation” (Ibid., p. 182). At the same time, it is not enough to have the ability to reproduce the corresponding action with the object; an emotional attitude to the character represented by the toy - the object of the action is necessary. In other words, the adoption of the role of mother involves not only the reproduction of the action of feeding or bathing, but also a demonstration of love for the doll / child, or, conversely, its censure and punishment.
Prerequisites for a role-playing game as mentioned above, they also arise at an earlier age, but younger children, playing roles in an imaginary situation, are not yet capable of unfolding the plot (“nanny” in kindergarten prepares dinner, but does not offer it to dolls). In children with intellectual retardation or with speech, vision and hearing impairments, role-playing does not occur without a special detailed and long-term formation (in joint activities with adults, and then independently) of generalized game actions, transferring them to new objects, combining game actions with a role and creating a chain of actions (Sokolyansky, 1962; Vygotskaya, 1966; Sokolova, 1973). This path is more extended in time (for example, in deaf-blind-mute children, a role-playing game is formed only by the age of 8-9), but it goes through the same stages and has the same patterns as in children with normal development.
The role-playing game, as the leading game activity of the child, is given the most attention in the psychological literature. Back in 1901, J. Selley identified two main features of this type of game: 1. transformation of oneself and surrounding objects and transition to an imaginary world; 2. deep preoccupation with the creation of this fiction and life in it. V. Stern also wrote about these psychological phenomena of children's play: there still exists a complete or almost complete illusion of reality” (Shtern, 1922, p. 151). However, both L. S. Vygotsky (1967) and D. B. Elkonin (1978) objected to the explanation of role play by the intensive development of imagination in childhood. It, like other mental functions, is formed and developed in the game.
A. S. Spivakovskaya (1981) connects the emergence of role-playing games with the crisis of 3 years, i.e. with the contradiction between the increased need for independence and insufficient opportunities to realize this need. Mastering new patterns of adult behavior becomes a moment of self-affirmation for the child (Chateau, 1956). “To date, child psychology has already accumulated enough facts showing that the relationship between the child and the adult is developing. In the course of this development, under the guidance of adults, the emancipation of the child takes place. Each step in this emancipation is at the same time a new form of communication between the child and adults” (Elkonin, 1978, p. 105). The three-year-old formula “I am Myself” is rebuilt in the game into the formula “We are together” (Spivakovskaya, 1981).
Play thus satisfies the child's need for individual autonomy and community with others (Buytendijk, 1933). “The child begins to realize himself as the subject of his activity, in a plot-role-playing game he is simultaneously playing, performing a certain role (doctor, driver, teacher), obeying the rules of the game, and a subject that exists and is outside the meaning of the playing field and controls the implementation of the rules of the game” (Kozharina, 2001, p. 293). It is important that the child reproduces the functions and relations of adults in conditions he himself creates, in which real objects are replaced by toys or the meaning of one object is transferred to another object, and he is used in accordance with the new meaning given to him to model not only actions with objects, but also relationships between people. “The child sees the activity of the adults around him, imitates it and transfers it into play, in play he masters the basic social relations and goes through the school of his future social development” (Vygotsky, 1931, p. 459). The roles reflect a generalized picture of relations in the form of a position corresponding to this role. To master a role means to learn the rules of the game, as well as the expectations and demands made by other participants in the game (“role in action” according to F. I. Fradkina).
P. P. Blonsky (1934) noted that not only the child himself plays some role (for example, puffs like a steam locomotive), but he also ascribes some roles to other adults, children and even inanimate objects, for example, composed chairs become wagons in which "passengers" sit.
D. B. Elkonin (1978) proposes to distinguish game plot- the area of reality reproduced by children, and game content- the central characteristic moment of activity and relations between adults, reproduced in the game. The richer the child's ideas about the relationships and activities of adults, the more diverse the plots of the game. By the content of the game, one can judge the degree of penetration of the child into the world of adults. According to E. A. Arkin, the development of play in preschool age is characterized by the fact that “from plotless, consisting of a number of often unrelated episodes, in children of three or four years old they turn into games with a specific plot, more and more complicated and increasingly systematically developing” (Arkin, 1948, p. 256). The development of the plot also includes its substantive implementation, for example, the creation of a house for a doll. The plot of the game develops from the transfer of the outer side of phenomena to the transfer of their meaning (Mendzheritskaya, 1946). In the plot of the game invented by the child, his creative abilities are most clearly manifested.
With the same plot of the game, children of different ages reproduce different content, in which the number of actions and the possibility of naming the role change, the correspondence of the game action to the real action is reflected in different ways, the logic of actions is observed to varying degrees, interpersonal relationships and the relationship of roles are transmitted and verbalized ( Elkonin, 1978). This leads to a more or less clear performance of the role taken.
In addition, the child's specific experience and living conditions determine whether the content of his play with the doll will be dominated by relationships of love, benevolence, and patience, or repression, rude command, and threats. visually impaired child puts glasses on the bear. Play can also serve as affective compensation, allowing, for example, the child to play a leadership role that is forbidden or repressed in real life(Claparede, 1934). The content of the game, therefore, to the greatest extent manifests its social origin. Play is the child's natural means of self-expression, of expressing his feelings and problems (Axline, 1947).
In the development of the plot of the game, they also note toy influence change: in children of three or four years old, they determine the plot of the game. Older preschoolers either "play for a toy" or do without it (Usova, 1947). From playing action of the character portrayed, the child is increasingly moving to depict relationships with him. “The meaning of play for children of different age groups is changing. For younger children, it is in the actions of the person whose role the child plays; for medium - in the relationship of this person to others; for the elders, in typical relations, the person whose role is played by the child” (Elkonin, 1978, p. 202). First of all, according to D. B. Elkonin, the relationship of a close adult to the child is recognized and depicted, then the relationship of adults to each other and, last of all, the relationship of the child to adults, as an indicator of the formation of his self-awareness. In the game, these relations are not only reproduced, but also refined, comprehended, filled with specific content and personal meaning. At the same time, the relationship of children in the game is a school of real relationships, "a school of concessions and tolerance" (Spivakovskaya, 1981, p. 91).
The meaning of the role also changes with age, which in younger children is merged with action with objects, while in older children it is mediated by relationships, conditional rules and is consciously conditional in nature (Elkonin, 1978).
In the structure of the role-playing game, in addition, game operations, game actions and playing roles(Spivakovskaya, 1981). Game Operations- real movements, produced in the game and adapted to the objects with which children play. Game actions correspond to the child's ideas that encourage him to play. Role- reproduction in the game of the actions of an adult.
Collective character role-playing game expands the semantic field of the child's activity and the possibility of self-mastery. The imaginary situation becomes a means of reflecting the image of the other and one's own relationship with him. At the same time, the real relations of the participants in the game and the game relations (corresponding to the accepted role) may not coincide. “Singling out in the game the real relations of children with each other is the practice of their collective actions” (Elkonin, 1978, p. 11). In real relationships with others in a role-playing game, the child manifests, forms and changes his emotional and personal qualities: the desire for leadership or timidity, aggression or concern for others, thoroughness and perseverance in fulfilling the role or negligence, absent-mindedness, indifference to others, etc. .
The group acts in relation to each participant in the game as an organizing and regulating principle that controls the correct performance by each child of the accepted role.
Game actions acquire a competitive character in a group of children. This reinforces in the minds of children the moral norms and rules of human relationships that lead to success, and, conversely, forms of behavior that are dangerous for effective interaction. “The game is a school of morality, but not morality in presentation, but morality in action” (Elkonin, 1978, p. 288). All this constitutes the fundamental moments of the formation of the personality and communication of the child.
The content of the role played, as a rule, causes deep emotional experiences of the child, therefore this type of game has a great influence on the formation of the emotional sphere of the baby, as well as his orientation in the world of meanings and motives of the adult, moral norms and rules. It is in this sense that D. B. Elkonin (1978) spoke of the role as an indissoluble unity of the affective-motivational and operational-technical aspects of activity. The play activity of older preschoolers is distinguished by the richness of facial expressions, the expressiveness of gestures, the emotional coloring of speech, and the variety of intonations.
In the course of the child's development, the child's awareness of his role also changes and, at the older preschool age, a critical attitude arises towards his own fulfillment of the role and towards the similar activities of his playmates.
In a role-playing game, therefore, the most important neoplasms of preschool age develop: developed imagination, elements of voluntary behavior, sign-symbolic functions.
By the age of 6, children master the most difficult type of play in terms of the development of voluntary behavior - playing with the rules. The initiative of the child, his actions and relationships with other children are mediated by certain rules of the game, which are negotiated, discussed (comprehended) before the game, before the action begins. The rules are determined by the main content of the role and become more complex as the content of the accepted role develops and becomes more complex. A game with an expanded plot and rules hidden in the roles (the locomotive is moving) develops into a game with open rules and a folded game situation (the locomotive is driving on a prearranged signal - 2 bells) (Elkonin, 1978).
In other words, from games with real content, the child moves to games with a conditional implementation of rules that are not determined by the real social relations of a role-playing game. “The rules grow out of the plot, are isolated from it, then generalized and take on the character of rules proper” (Ibid., p. 270).
Playing with rules by the end of preschool age arises under the influence of design, regardless of toys. From a game where each child plays in his own way, he moves on to a game where the actions of all children are coordinated, and their interaction is determined by the role they take on. The generalized role becomes more and more individualized and typified (Rudik, 1948). The child comes to full awareness of himself as a subject of activity. He can comprehend not only his behavior, but also give meaning to what other children are doing, build a game scenario taking into account others, distributing roles in accordance with the logic of the situation, being in a supra-situational position. The rule acts for the child as connected with the partner in the game, that is, it acts as social in its content. From individual self-assertion, the child comes to social self-assertion in and through the group (Chateau, 1956).
Therefore, this type of game is a prototype of the future educational activity of the child. “Rules are a school of will (work for a schoolchild), an imaginary situation is a path to abstraction” (From a letter from L. S. Vygotsky to D. B. Elkonin, April 1933. Quoted from Elkonin, 1978, p. 7). According to D. B. Elkonin (1978), the appearance of an attitude to the rule as a conditional one is one of the signs of a child’s readiness for school.
Mastering school subjects requires the child to be able to relate to the sign as denoting a certain reality, i.e., the formation of a symbolic function (Hetzer, 1926). This was experimentally confirmed in a study by L. S. Vygotsky (1935).
One of the types of games with rules that occupy a large place in the lives of schoolchildren and persist in adults are sport games. For children, they are an important source of motor development. In addition, sports games serve for many children as a channel for hyperactivity and aggression, and often as a means of compensating for failure in other school subjects (Mouly, 1967). These games, in addition to the above functions, are of particular importance in the family for the formation of parent-child relationships, as well as for training important components of the child's emotional sphere: the ability to rejoice in the success of another, an adequate response to one's own failure, the ability to interact, the desire to achieve, etc. d.
In the development and complication of the game, 3 main points are distinguished: 1) deployment and designation of conditional objective actions; 2) role behavior - the designation and implementation of a conditional game position; and 3) plot position - the deployment of a sequence of integral situations, their designation and planning (Mikhailenko, 1975).
Each type of game, being the leader at a certain stage preschool development, does not disappear afterwards, but develops inside another kind of game. At the same time, in different ages the motive of the same type of game can be different. For example, in the well-known game of hide-and-seek, older children are guided primarily by the motive of following the rules of the game, and for younger children, the leading motive is the motive of communicating with an adult, which makes him shout "I'm here" when the adult pretends that he cannot find him. . There were also gender differences in preference different types games: girls are more attracted to role-playing games, while boys are more attracted to directing games and games with rules (Kravtsov, 2001).
A special and effective type of game is dramatization(theatrical game) - games depicting specific characters and events, where children simultaneously act as an acting character and a spectator, and in both roles emotionally identify themselves with the hero, empathize with him, help him and at the same time change themselves. A timid and shy kid becomes a hero who defeats all enemies, an ingenuous one - cunning fox etc. A variety of roles allow the child to gain and master the invaluable experience of various social relations, to find means for their expression. “While remaining a game, dramatization obeys other motives compared to role-playing. Here, for children, it is not the process of playing action that becomes more important, but the result, and the result is not material, but emotional ... Dramatization is an arbitrary conscious creative mood of the child, which is regulated and directed by ideas about people and events. In such a game, new motives for children's activities, stimuli of behavior, arise. This is the impact on other people, characteristic of any truly creative process” (Spivakovskaya, 1981, p. 58).
Of particular note didactic games, solving various educational and developmental tasks and including gaming experience children in a learning situation. They can be both role-playing and games with rules. Of all the existing variety of different types of games, it is didactic games that are most closely related to the educational process. They are used as one of the ways to teach various academic subjects, especially in elementary school. Didactic game- It is an activity in which children learn. The didactic game is a means approved in pedagogical practice and theory for expanding, deepening and consolidating knowledge. In addition, a didactic game, like every game, is an independent activity that children willingly engage in. It can be individual, group or collective.
Didactic games mainly belong to the type of "games with rules". The process of the game is subject to the solution of a didactic task, which is always associated with a specific topic. curriculum. It provides for the need to acquire the knowledge necessary to implement the idea of the game.
The educational task in the didactic game is not set directly in front of the children, therefore, it is usually said about the involuntary assimilation of educational material. The dual nature of the didactic game - educational orientation and game form- increases the interest of the child, stimulates and increases the efficiency of mastering specific educational material.
Didactic games differ from didactic exercises by the presence of mandatory elements: game plan, didactic task, game action and rules.
game plan and game action make the didactic game an attractive, desirable and emotional activity. game plan is expressed in the name of the game itself and in game task, by solving which children begin to understand the practical application of the knowledge they have gained. Game design determines character play action, and play action enables children to learn while they play. Rules help guide game process. They regulate the behavior of children and their relationships with each other. The results of the game are always obvious, concrete and visual. Compliance with the rules obliges children to independently perform play actions, and at the same time they develop a criterion for assessing the behavior of their partners in the game and their own.
Work on a didactic task requires the activation of all mental activity of the child. Cognitive processes, thinking, memory, imagination develop. Improved mental activity, which includes the implementation of various operations in their unity. The student's attention becomes more focused, stable, and the ability to properly distribute it appears.
Depending on what materials are used in didactic games, they are divided into object games(lotto, dominoes, etc.), subject-verbal only verbal, setting a task and allowing it to be solved only verbally.
One of modern games for learning (along with computer games, games with mechanized toys, etc.) are programmed didactic games. In them, the game action takes place using elementary technology - as a response to the action performed, feedback appears through a sound or light signal. Based on this signal, the child controls how correctly certain rules are observed by him (Ilieva and Tsoneva, 1989). Depending on the cognitive content, didactic games help to master various types knowledge: spelling, arithmetic, geometric, etc.
Didactic games can be used to individual game, in which the child competes with his past result in the game, as well as a group of children consisting of two or more people can play didactic games, and then the moment of competition in the game further enhances the effectiveness of mastering the educational material.
Tatyana Smirnova
"The role of play in the mental development of the child"
The role of play in the mental development of the child.
In gaming activity, the most intensively formed mental qualities and personality traits of the child. In the game, other types of activity are added, which then acquire independent significance.
1. Influence games on general development child.
Influences the formation of arbitrariness mental processes. So, in the game, children begin develop voluntary attention and voluntary memory. In conditions games children concentrate better and remember more than in laboratory experiments. The terms themselves games require the child to focus on the objects included in the game situation on the content of the actions and plot being played.
The game situation and actions in it have a constant impact on development mental activity of a preschool child. In the game, the child learns to act with the substitute of the object - he gives the substitute a new game name and acts with it in accordance with the name. Gradually, play actions with objects are reduced, the child learns to think about objects and act with them mentally. Thus, the game to a greater extent contributes to the fact that the child gradually moves to thinking in terms of representations.
Role play is central to development of the imagination. In play activities, the child learns to replace objects with other objects, to take on various roles. This ability underlies the imagination. Children learn to identify objects and actions with substitutes, to create new situations in their imagination.
Influence development games The personality of the child lies in the fact that through it he gets acquainted with the behavior and relationships of adults who become a model for his own behavior, and in it he acquires the basic communication skills, the qualities necessary to establish contact with peers.
Productive activities - drawing, design - at different stages of preschool childhood are closely merged with the game. Interest in drawing, design initially arises precisely as a game interest aimed at the process of creating a drawing, design in accordance with the game plan.
Within the play activity, learning activity begins to take shape, which later becomes the leading activity. The teaching is introduced by an adult; it does not arise directly from games. But a preschooler begins to learn by playing - he treats learning as a kind of role-playing game with certain rules. However, by following these rules, the child imperceptibly masters elementary learning activities.
2. Impact on various functions.
The game has a huge impact on speech development. The game situation requires a certain level from each child included in it. development of speech communication. The need to communicate with peers stimulates development of coherent speech.
development sign function of the child's speech. In Game development sign function is carried out through the replacement of some objects by others. Objects are substitutes as signs of missing objects. A sign can be any element of reality acting as a substitute for another element of reality.
In addition, the substitute object mediates the connection between the missing object and the word and transforms the verbal content in a new way.
In the game, the child comprehends the specific signs of the dual type: customized conventional signs, which have little in common in their sensual nature with the designated object, and iconic signs, the sensual properties of which are visually close to the replaced object.
3. Reflection.
The game as a leading activity is of particular importance for development reflective thinking.
The game leads to development of reflection, because in the game there is a real opportunity to control how the action is performed, which is part of the communication process. So, playing in the hospital, the child cries and suffers like a patient, and is pleased with himself like a good performer. role.
Influence of the toy on mental development of the child.
1. Toy - environment.
The toy appears in the history of mankind as a means of preparing the child for life in the contemporary system of social relations. A toy is an object that is used for fun and entertainment, but at the same time being a means mental development of the child.
In infancy, the child receives rattles that determine the content of his behavioral response, his manipulation. At an early age - autodidactic toys that carry the conditions development manual and visual correlative actions. Also, substitute toys for real objects of human culture (dishes, furniture). Thanks to them, the child masters instrumental actions.
Toys - copies of real guns have completely different functions than the guns themselves. They serve for development the child does not have private professional qualities, but some general qualities (accuracy, dexterity).
Toys - copies household items introduce the child to these objects by the fact that the child learns their functional purpose, which helps him psychologically enter the world of permanent things.
2. Thanks to the toy, the child experiences many different feelings.
3. Toys as a means of influencing the moral side of the child's personality.
A special place is occupied by dolls and soft toys, images of a bear, a hare, a dog, etc. At first, the child performs only imitative actions with the doll, then the toy becomes an object for emotional communication. The child experiences with his doll all the events of his own and someone else's life in all emotional and moral manifestations. A doll or soft toy is a substitute for an ideal friend who understands everything and does not remember evil, this is a partner in communication in all its manifestations. The texture of the material, the ratio of the proportions of the head and body of the toy have a great influence on the emotional attitude to the toy. Dolls - copies of a person have different purposes in game: "beautiful dolls", characteristic dolls. Dolls - heroes of folk and author's fairy tales, cartoons, etc. - are also characteristic in their appearance, but they carry a predetermined way of behavior, a stable moral characteristic, despite changing storylines in Game. Such dolls require a certain behavior from the child. (Pinocchio, Carlson). The child concentrates on them all his moral experience and loses stories with problematic situations of interpersonal relationships. Favorite toy teaches the child kindness, the ability to identify with the doll, with nature, with other people.
Pedagogical classification of toys
Types of toys
1. Didactic toys: actual didactic toys, game sets with rules, constructors and building sets, puzzle games, musical toys, developing computer games , tutor toys, experimentation toys.
2. Plot-figurative toys: dolls, figurines of people and animals, game items, technical toys.
3. Theatrical toys.
4. Festive carnival toys.
5. Sports toys.
6. Fun toys.
7. Game modules.
8. Substitutes.
9. Play equipment.
According to the degree of readiness of toys.
Finished toys.
Collapsible.
Semi-finished products for homemade toys.
Materials for creating toys.
Materials and compositions of materials used for the manufacture of toys.
Fabric, faux fur,
Plasticine.
Paper, cardboard.
Porcelain, ceramics, glass, composite materials.
The size of the toy.
The toys are small.
Medium size.
The toys are large.
Simple without moving parts.
With moving parts, mechanical.
Hydraulic.
Pneumatic.
Magnetic.
electrified.
Electronic.
with additional attributes.
Toy sets.
Game sets, complexes and series.
Artistic and figurative solution of toys.
Realistic image.
constructive image.
Conditional image.
Place of origin.
Archaic.
Folk.
Handicraft.
Homemade.
Industrial.
Color scheme of toys.
Color, combination of colors in coloring and decoration of toys.
Functional properties of toys.
Properties of toys that expand the range of play, tasks and actions due to the mobility of the aggregate of parts and special devices.
The system of games-activities with a didactic doll in a group of early age.
"New Doll"
Target: to arouse children's interest in playing with the doll. Clarify their knowledge of the structure of the body human: arms, legs, head, etc. writing elementary representations about hospitality. Cultivate kindness.
"Let's make a room for the doll"
Target: continue to teach children how to play with the doll. Expand and clarify their ideas about furniture, its purpose. Activate dictionary: wardrobe, sofa, bed, etc. Cultivate the ability to play with other children.
"Let's put the doll to sleep"
Target: to consolidate and clarify children's knowledge of clothing and the procedure for undressing. Learn how to properly fold clothes on a chair. Enrich and energize dictionary: tights, dress, shoes, etc. Cultivate neatness.
"The doll is sick"
Target: continue to teach children to combine several game actions into one story. To consolidate and expand ideas about the doctor, his actions, tools. Enrich vocabulary concepts: treat, compress, regret, thermometer. Cultivate sensitivity.
"Let's teach a doll to wash dishes"
Target: to consolidate and clarify the ideas of children about the dishes and their purpose. Familiarize yourself with the process of washing dishes. Activate dictionary: sponge, wash, rinse, dry, etc. Arouse the desire to help others.
"Let's dress the doll for a walk"
Target: to consolidate and clarify children's knowledge about outerwear and the order in which they are put on. Enrich the plot of the nursery games. Cultivate a desire to help others.
"Dirty Girl"
Target: teach children to bathe a doll, memorize the sequence of game actions. Encourage the use of substitute items in the game. Enrich the game with new stories. Activate dictionary: bathe, warm, wash, etc. Cultivate good feelings, caring attitude towards the doll.
"The doll goes to the store"
"Doll's Birthday"
"We wash the doll's dress" etc.
Long before play became the subject of scientific research, it was widely used as one of the most important means of educating children. The time when education stood out as a special social function goes back centuries, and the use of play as a means of education also goes back to the same depth of centuries. In various pedagogical systems, a different role was given to the game, but there is not a single system in which, to one degree or another, a place was not assigned to the game. Such a special place of play in various systems of education, apparently, was determined by the fact that play is in some way consonant with the nature of the child. We know that it is consonant not with the biological, but with the social nature of the child, an extremely early need for communication with adults, which turns into a tendency to live a common life with adults. As soon as questions arise of an organized, purposeful, pedagogically expedient community development children of the youngest ages, so their decision is faced with a number of difficulties, both economic and political. In order for society to take care of the upbringing of preschool children, it must first of all be interested in the comprehensive upbringing of all children without exception.
Play, like everything that is not labor, in a completely undifferentiated form becomes the form of a child's life, the universal and the only spontaneously emerging form of child rearing. A vicious circle of family and family relations, living within the limits of his nursery, the child, naturally, displays in games mainly these relations and the functions that individual family members perform in relation to him and to each other. Perhaps it is precisely from here that the impression is created of the existence of a special children's world and play as an activity that has as its main content all sorts of forms of compensation, behind which lies the child's tendency to break out of this vicious circle into the world of broad social relations.
It is necessary to determine more precisely those aspects of the mental development and formation of the child's personality that mainly develop in the game and cannot develop or experience only a limited impact in other types of activity.
The study of the significance of the game for mental development and personality formation is very difficult. A pure experiment is impossible here, simply because it is impossible to remove play activity from the life of children and see how the development process will proceed. This cannot be done for reasons of a purely pedagogical nature, and in fact. Individual, home games are of limited value and cannot replace collective game. At home, often the only playmate is a doll, and the range of relationships that can be recreated with a doll is relatively limited. A role-playing game in a group of children with inexhaustible possibilities of recreating the most diverse relationships and connections that people enter into in real life is quite another matter.
For these reasons, the actual experimental study of the significance of role play for development is difficult. It is therefore necessary to use, on the one hand, a purely theoretical analysis and, on the other hand, a comparison of the behavior of children in play with their behavior in other types of activity. (7)
The most important, although until recently underestimated, is the importance of the game for the development of the motivational-need sphere of the child. L.S. Vygotsky was undoubtedly right when he brought to the fore the problem of motives and needs as central to understanding the very emergence of a role-playing game. The game acts as an activity that is closely related to the needs of the child. The primary emotionally effective orientation in the meanings of human activity takes place in it, the consciousness of one’s limited place in the system of adult relations and the need to be an adult arise.
The significance of the game is not limited to the fact that the child has new motives for activity and tasks associated with it. It is essential that a new psychological form of motives arise in play. Hypothetically, one can imagine that it is in the game that the transition occurs from motives that have the form of pre-conscious, affectively colored immediate desires, to motives that have the form of generalized intentions, standing on the verge of consciousness. In no other activity is there such an emotionally filled entry into the life of adults, such an effective allocation of social functions and the meaning of human activity, as in the game.
In the course of the game, such combinations of material and such an orientation in their properties may arise that may lead to the subsequent use of this material as tools in solving problems.
Any role-playing game contains a hidden rule, the development of role-playing games goes from games with a detailed game situation and hidden rules to games with an open rule and roles hidden behind them. In the game, a significant restructuring of the child's behavior takes place - it becomes arbitrary, i.e. such behavior, which is carried out in accordance with the image (regardless of whether it is given in the form of the actions of another person or in the form of an already distinguished rule) and controlled by comparing with this image as a standard. In addition, 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. Role behavior in the game is complexly organized.
In the guide visual activity game techniques with elements of role-playing behavior are possible. Children are offered the role of an artist, photographer, builder, seller, buyer. Thus, their activity in the classroom is conceived as one or another activity of adults.
For what purpose can this game technique be used? By offering children a role, the teacher arouses interest in the task, the desire to complete it. Acting in the image, the child is passionate about business, inventive, carefully fulfills the requirements placed on him.
What is the methodology for using game learning techniques?
Structurally, each lesson consists of three parts: the first is organizing the process of forming an idea, the second is its implementation, the third is the analysis and evaluation of children's work. Each of these parts is aimed at solving specific problems that determine the features of the use of game learning techniques.
The methodology for using gaming techniques is largely determined by the characteristics of the combination of the so-called educational and creative tasks in the classroom. Depending on which of them come to the fore, all classes are conditionally divided into three types:
- 1) according to the communication of new knowledge and initial acquaintance with the methods of image;
- 2) on the formation of skills;
- 3) creative. (5)
