Game activity of preschoolers. Types of gaming activities. The crisis of modern gaming culture The impact of social progress on the development of gaming activities
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INTRODUCTION
1. Theoretical and methodological aspects of the development of play activities of preschoolers
1.1 The essence of the concepts of "game" and "game activity"
1.2 The game as the main activity in preschool age
1.3 Pedagogical conditions for the development of play activities for preschoolers
2. Experimental work on the development of play activities for preschool children
2.1 Organization and research methods
2.2 Analysis and interpretation of empirical data
CONCLUSION
LIST OF USED LITERATURE
INTRODUCTION
The most accessible type of activity for preschool children, the way of processing impressions and knowledge received from the outside world, is a game activity. The game clearly manifests the features of the child's thinking and imagination, his emotionality, activity, and the developing need for communication.
The successful solution of the problems of education requires close attention to the conditions for the development of the play activity of preschool children. At present, specialists in preschool pedagogy unanimously recognize that play, as the most important specific activity of the child, must fulfill general educational social functions.
The most important type of activity - the game, plays a huge role in the development and upbringing of the child. It is an effective means of shaping the personality of a preschooler, his moral and volitional qualities; the need to influence the world is realized in the game. It causes a significant change in his psyche, upbringing and development.
In the educational process of the preschool educational institution, the issues of education, development, training are resolved in the complex of created pedagogical conditions. One of them is the organization of gaming activities, the widespread use of its psychological and pedagogical capabilities. In the concept of preschool education, the game is called "the academy of children's life." The attractiveness of the game, as a free, creative activity that arises on the initiative of children, is determined by its potential, leading place and role.
emphasized the uniqueness preschool game an outstanding researcher in the field of Soviet psychology L.S. Vygotsky. The specificity of the preschool game, in his opinion, lies in the fact that the freedom and independence of playing combinations with strict, unconditional obedience to the rules of the game 6.
Teacher A.S. Makarenko characterized the role of children's games in the following way: “The game is important in the life of a child, it has the same meaning as work, service in an adult. What a child is in play, so in many respects he will be in work. Therefore, the upbringing of the future figure takes place, first of all, in the game...” 11.
Play activity does not arise on its own, is not invented by the child: it is set by adults who teach him to play, pass on to him the socially established methods of play actions (how to use a toy, substitute objects, other means of depicting an image; perform conditional actions, build a plot, obey rules). Mastering the technique of various games in communication with adults, the child then generalizes game ways and transfers them to other situations. Thus, the game acquires self-movement, becomes a form of the child's own creativity, and this determines its developmental effect.
The modern domestic theory of the game is based on the provisions about its historical origin, social nature, content and purpose in human society.
But the reality surrounding the child is extremely diverse, and only certain aspects of it are reflected in the game, namely: the sphere of human activity, labor, relations between people. As studies by A.N. Leontiev, D.B. Elkonin, the development of the game during the preschool age takes place in the direction from the subject game, which recreates the actions of adults, to the role-playing game, which recreates the relationship between people.
The significance of play for the period of preschool childhood has been considered in the works of many psychologists and educators. So, Vygotsky, S.L. Novoselov, considered the game as a leading activity in preschool age and determined its significance in the process of child development; features of the games and their species diversity are considered in the works of A.K. Bondarenko. A.V. Zaporozhets. HER. Kravtsova, V.S. Mukhina; the activities of the teacher in managing the game at preschool age were characterized by L.N. Barsukova, M.A. Vasilyeva, L.N. Wenger, Ya.L. Kolomensky, I.Yu. Kulagina, N.Ya. Mikhailenko. But in existing studies on the pedagogical guidance of play in preschool age, insufficient attention is paid to the ways in which the play activity of a preschool child is developed. The relevance of this problem for modern preschool pedagogy and its insufficient elaboration determined the choice of the topic of our work: "Conditions for the development of preschooler's play activity."
The theoretical basis of our work was research: on the problem of the development of play as a leading activity in preschool age, the works of L.S. Vygotsky, S.L. Novoselova; studying the features of holding games and their species diversity research by L.A. Abrahamyan, T.V. Antonova, L.V. Artemova; on the management of the game in preschool age, the work of M.A. Vasilyeva, N.Ya. Mikhailenko.
The object of the study are: children of preschool age.
The subject of this work is the conditions for the development of play activities of children in preschool age.
The purpose of the study is to study the conditions for the development of preschool children's play activities.
Based on the purpose of our study, we have to solve the following tasks:
1. Consider the essence of the concepts of "game" and "game activity".
2. Determine the role of the game as the main activity in preschool age
3. To identify the pedagogical conditions for the development of play activities for preschoolers.
4. Organize a study to study and analyze the level of development of play activity in children of middle preschool age.
5. Analyze and interpret the obtained empirical data.
In the course of the work, we used such research methods as: game preschooler pedagogical
1. analysis of scientific and methodological literature on the research problem;
2. targeted observation of the developmental process of children's play activities, diagnostic sections of children's development by observation and conversation;
3. quantitative and qualitative analysis of experimental data.
Research base: municipal budgetary preschool educational institution - kindergarten No. 36 of the city of Nizhnekamsk, in middle group № 2.
This course work consists of an introduction, two chapters, a conclusion, a list of references and an application.
1. Theoretical and methodological aspectsdevelopment of play activities for preschoolers
1.1 The essence of the conceptth "game" and"game activity"
Many scientists have tried to define the concept of a game. The old definition of play, as any child's activity not pursuing results, considers all these types of children's activities to be equivalent to each other. Whether the child opens the door, or plays horses, from the point of view of an adult, he does both for pleasure, for play, not seriously, not in order to get something. All this is called a game.
The game is a historically emerged type of activity for children, which consists in reproducing the actions of adults and the relationship between them. The game as one of the types of human activity, as a complex and interesting phenomenon, attracts the attention of teachers and psychologists, philosophers and historians. In science, there are different points of view on the nature of children's play. K. Gross and other supporters of biologizing trends in psychology argued that the game is characteristic of the child, like any primitive creature, and acts as a preliminary adaptation of instincts to future conditions of existence.
Domestic science emphasizes, first of all, the social nature of the game as a reflection of real life. K.D. Ushinsky defined play as a way for a child to enter into the full complexity of the adult world around him. figurative reflection real life in children's games depends on their impressions, the emerging system of values. According to A.V. Zaporozhets, N.Ya. Mikhailenko, the game is social in terms of its implementation, since it is not invented by a child, but is given by an adult who teaches to play (how to use a toy, build a plot, obey the rules, etc.). The child generalizes play methods and transfers them to other situations. So the game acquires self-movement and becomes a form of its own creativity, and this determines its developmental effect.
According to L.S. Vygotsky, "play is a source of development and creates a zone of proximal development." In essence, the development of the child moves through play activities. Only in this sense can play be called a leading activity, i. determining the development of children.
A.N. Leontiev believed that purely quantitative indicators are not a sign of leading activity, leading activity is not just the activity most frequently encountered at a given stage of development, but the activity to which the child devotes the most time. The game is qualitatively heterogeneous, there are various types of it: creative games, games with rules, entertainment games, etc. .
It seems fruitful thought, D. B. Elkonin regarding the division of the concept of "game". In his opinion, the game should be considered as a completely unique activity, and not as a collective concept that unites all types of children's activities, in particular, and those that Gross called experimental games. For example, a child closes and opens the lid, doing this many times in a row, knocking, dragging things from place to place. All this is not a game in the proper sense of the word. One can talk about whether these types of activity are not in the same relation to each other as babble is in relation to speech, but, in any case, this is not a game.
D.B. Elkonin proposed to consider the role-playing game as the leading activity of the child.
The game as an activity is distinguished by:
* its unproductive nature, i.e. its focus is not on achieving the highest goal, but on the process of the game itself;
* in the game, the imaginary plan prevails over the real one, therefore, game actions are carried out not according to the logic of the objective values of the things involved in the game, but according to the logic of the game meaning that they receive in an imaginary situation.
As an activity, the game has the following structural components:
Motives - they can be different: vivid impressions of life events, new toys, the motive of friendship, the desire to become the subject of one's own activity;
The goal in the game depends on its type - if these are creative games, then the children set goals (for example: “to sail on a ship to the island”), if they are didactic, then it is necessary to fulfill both the game goal and the didactic one, etc .;
Actions in the game are of a dual nature: they can be both real and playful;
The result depends on the type of game - in creative games it is subjective, in games with rules it can be a win.
Traditionally, games are divided into two types: creative (role-playing, theatrical, construction-constructive) and games with rules (didactic, mobile, folk, fun).
In modern studies of the game, new classifications of it appear. So S.L. Novoselova proposes to single out games that arise at the initiative of the child (games of experimentation, plot-display, directorial and theatrical); games that arise on the initiative of an adult and older children (didactic, mobile, computer, entertainment, etc.); games coming from the historically established traditions of the ethnic group ( folk games) .
In the life of a child there are various types of games, therefore, in the totality of its varieties, the game is the predominant activity and becomes a form of organizing the life of children.
Attempts to organize the life of children in the form of a game were present both in many pedagogical works and in practice. kindergarten(F. Fröbel, M. Montessori, A. Simonovich and others).
The scientific substantiation of the game as a form of organizing the life and activities of children is contained in the works of A.P. Usova. In her opinion, the educator should be in the center of children's lives, understand what is happening, delve into the interests of playing children, skillfully guide them. In order for the game to play an organizing role in the pedagogical process, the educator needs to have a good idea of what tasks of education and training can be solved with the greatest effect in it. However, directing the game in the direction of solving educational problems, it should be remembered that it is a kind of independent activity of a preschooler.
Very fruitful and appropriate to the essence of the matter is the positive definition of the game that comes to the fore with this idea, namely that the game is a kind of attitude to reality, which is characterized by the creation of imaginary situations or the transfer of the properties of some objects to others. This makes it possible to correctly resolve the issue of play in early childhood. There is not that complete absence of play which, from this point of view, characterizes infancy. We meet with games in early childhood. Everyone will agree that a child of this age feeds, nurses a doll, can drink from an empty cup, and so on. However, it would be dangerous not to see an essential difference between this "play" and play in the proper sense of the word at preschool age - with the creation of imaginary situations. Research shows that games with meaning transfer, with imaginary situations, appear in their infancy only towards the end of early childhood. Only in the third year do games appear that involve introducing elements of the imagination into the situation.
The game, along with work and learning, is one of the main types of human activity, an amazing phenomenon of our existence.
By definition, a game is a type of activity in situations aimed at recreating and assimilating social experience, in which self-management of behavior is formed and improved.
In human practice, gaming activity performs the following functions:
Entertaining (this is the main function of the game - to entertain, give pleasure, inspire, arouse interest);
Communicative: mastering the dialectics of communication;
Self-realization: in the game as a testing ground for human practice;
Game therapy: overcoming various difficulties that arise in other types of life;
Diagnostic: identification of deviations from normative behavior, self-knowledge during the game;
Correction function: making positive changes in the structure of personal indicators;
Interethnic communication: the assimilation of social and cultural values that are common to all people;
Socialization: inclusion in the system of social relations, the assimilation of the norms of human society.
Most games have four main features (according to S. A. Shmakov):
l Free developmental activity, undertaken only at the request of the child, for the sake of pleasure from the process of activity itself, and not just from the result (procedural pleasure).
l The creative, largely improvisational, very active nature of this activity (“the field of creativity”).
b Emotional elation of activity, rivalry, competitiveness, competition, attraction, etc. (the sensual nature of the game, "emotional tension").
ü The presence of direct or indirect rules that reflect the content of the game, the logical and temporal sequence of its development.
The structure of the game as an activity organically includes goal setting, planning, goal realization, as well as analysis of the results in which the person fully realizes himself as a subject. Motivation of gaming activity is provided by its voluntariness, opportunities for choice and elements of competition, satisfaction of the need for self-affirmation, self-realization.
The structure of the game as a process includes:
§ the roles assumed by the players;
§ game actions as a means of realizing these roles;
§ playful use of objects, i.e., the replacement of real things with playful, conditional ones;
§ real relations between the players;
As a form of organizing the life and activities of children, play must have its definite place in the daily routine and in the pedagogical process as a whole. In the daily routine, there must be time for children to independently deploy play activities.
Thus, being the main activity, the game occupies a leading place in the life of the child.
1.2 The game as the main activityat preschool age
Game researcher D.B. Elkonin believes that the game organizes activities with the help of cult symbols and, therefore, teaches to navigate in cultural phenomena, helps to use them appropriately. Special studies have established that the first needs of the child are social. D.B. Elkonin writes: "The world of a child is, first of all, an adult as the most important part of the reality surrounding the child, part of the world of adults." This means that the game is social in nature and direct saturation and is projected to reflect the world of adults.
The personal qualities of a child are formed in vigorous activity, and, above all, in the one that is leading at each age stage, determines his interests, attitude to reality, and especially relationships with people around him. At preschool age, such a leading activity is the game. Before we try to characterize the leading role of play in the development of a child's personality, let us turn to the concept of leading activity.
Leading activity is defined as "... an activity, with the development of which the most important changes occur in the child's psyche and within which mental processes develop that prepare the child for a new, higher stage of his development" .
It is well known that gaming activity corresponds to all these signs. It creates a zone of proximal development and itself acts as a source of development. L.S. Vygotsky emphasizes: “The child moves through play activity. In this sense, it can be called a leader, as it determines development.
The leading position of the game is determined not by the amount of time that the child devotes to it, but by the fact that it satisfies his basic needs; in the bowels of the game, other types of activity are born and develop; the game is most conducive to mental and mental development.
The basic needs of the preschool child find expression in play. First of all, the child is characterized by the desire for independence, active participation in the world of adults. In the game, children get acquainted with such aspects of reality as the actions and relationships of adults. Evidence of this is the plots and content of the games. In the course of the game, children take on various roles, as if replacing people who are introduced to each other in certain social relationships, and their actions. They comprehend the essence of relations between people, which in other conditions remains hidden from them, obscured by a mass of details.
Already at the early and younger age levels, it is in the game that children have the greatest opportunity to be independent, communicate with their peers at will, realize and deepen their knowledge and skills. The older the children get, the higher the level of their general development and upbringing, the more significant is the pedagogical orientation of the game on the formation of behavior, relationships of children, on the education of an active position.
N.K. Krupskaya wrote: “For children of preschool age, games are of exceptional importance: the game for them is study, the game for them is work, the game for them is a serious form of education. The game for preschoolers is a way of knowing the environment. While playing, he studies colors, shapes, material properties, spatial relationships ... studies plants, animals.
Through the game, the child enters the world of adults, masters spiritual values, learns previous social experience. We can assume that in the game the child receives for the first time a lesson in collective thinking. This circumstance is of fundamental importance, if we take into account that the future of the child is associated with socially useful work, the main quality of which is the joint, collective solution of problems aimed at achieving a common goal.
The developmental value of the game is manifold. According to S.L. Rubinstein, "in the game, as in a focus, they gather, manifest in it and through it all aspects of the mental life of the individual are formed" . Watching a child playing, you can find out his interests, ideas about the life around him, identify character traits, attitudes towards comrades and adults.
N.K. Krupskaya, A.S. Makarenko, and then many teachers and psychologists (D.V. Mendzheritskaya, A.V. Cherkov, R.I. Zhukovskaya, D.B. Elkonin, P.G. Samorukova, R.M. Rimburg, A.A. Lyublinkaya , A.P. Usova) deepened the analysis of the game and strictly scientifically explained this peculiar children's activity.
Children's play activities are characterized by the following features:
1. The game is a form of active reflection by the child of the people around him. The study of the initial forms of play and its development in young children R.Ya. Lekhtman-Abramovich, F.I. Fradkina, M.Yu. Kistyakovskaya) shows that it arises on the basis of imitation and manipulative actions with objects.
2. A distinctive feature of the game is the very way that the child uses in this activity. The game is carried out by complex actions, and not by separate movements (as, for example, in work, writing, drawing). These actions include speech: older children name the idea of the game, its plot, characters, ask questions characteristic of each of them, express critical judgments and assessments of the behavior of other characters.
3. The game, like any other human activity, has a social character, so it changes with the change in the historical conditions of people's lives. Children's games change because they reflect a changing life.
4. The game is a form of creative reflection of reality by the child. When playing, children do not strive for accurate and thoughtless copying of reality, but they bring a lot of their own inventions, fantasies, and combinations into their games. Freedom of invention, unlimited possibilities of combination, subject to the interests, desires and will of the child, are the source of that deep and inexhaustible joy that creative play usually brings to children.
5. The game is the operation of knowledge, a means of clarifying and enriching it, a way of exercise, and hence the development of the cognitive and moral abilities and forces of the child. In their actions, children recreate the holistic phenomenon of social life that they saw. By observing the life of people, and then again and again reflecting it in their actions, children gain a deeper knowledge of the environment. In such games, the most valuable qualities of the will and the best human feelings are formed. The game becomes an effective means of the child's knowledge of reality and development best qualities personality.
6. In its expanded form, the game is a collective activity. All participants in the game are in a relationship of cooperation. The extended play of older children unites all its participants with a single plan. Each of the players contributes their share of fantasy, experience, activity to the development of the idea adopted by the whole group. And at the same time, each child strictly obeys the rules that the role he has taken on dictates to him. The experiences of children who are carried away by joint creative activity, a game that reflects life, with its adventures, dangers, joys and discoveries, are also common. The game creates exceptionally favorable conditions for the development of collectivistic relations in the child, a sense of humanism.
7. By diversifying children, the game itself also changes and develops. With the systematic guidance of the teacher, the game can change:
a) From beginning to end. The sequence of individual episodes recreated by children in the game is not always connected with the preliminary design of the game.
b) From the first game to subsequent games of the same group of children. Repeating many times even the same game, children never copy it. Every time they play in a new way, with new options, they miss something, they beat something, they detail it. And while this processing of the chosen plot continues, the game lives on, enriched by the thought and imagination of children. When the plot is exhausted, i.e. the children themselves can no longer bring new options into the game, the game stalls and stalls. The educator should be able to "slightly open" to children a new side of people's lives, which they reflected in the game, so that again they become interested in learning new content in the game. That is why, without the guidance of a teacher, children, left to their own devices, usually do not know how to develop an interesting, meaningful and useful game.
c) The most significant changes in play occur as children develop from younger to older ages.
The complexity and inconsistency of the game do not cease to attract the attention of researchers. However, the already known laws of the game allow teachers to widely use this valuable activity of children for the successful solution of many educational problems. To do this, the teacher must be able to manage the game of children, use it in pedagogical work.
Consequently, the game as a type of activity is aimed at the child's knowledge of the world around him through active participation in the work and everyday life of people. This is the purpose of the game, although, of course, neither the child nor the adults intentionally set it. This goal merges with the motive of the game, since the only impulse that directs the activity of the child to engage in the game is his irrepressible and ardent desire for knowledge and active participation in the life and work of adults, with their practical actions, concerns and relationships.
The means of the game are, firstly, knowledge about people, their actions, relationships, experiences, expressed in images, speech, experiences and actions of the child. Secondly, methods of action with certain objects (with a steering wheel, scales, thermometer) in certain life circumstances. And, thirdly, those moral assessments and feelings that appear in judgments about good and bad deeds, about useful and harmful actions of people.
The result of the game is a deeper understanding of children about the life and activities of adults, about their duties, experiences, thoughts and relationships. The result of the game is also comradely feelings that are formed during the game, a humane attitude towards people, a variety of cognitive interests and mental abilities of children. The game develops observation and memory, attention and thinking, creative imagination and will. The most important result of the game is the deep emotional satisfaction of children with the very process of the game, which best meets their needs and opportunities for effective knowledge of the world around them and active communication with people.
The guidance of play is the use by the teacher to the fullest extent of those enormous educational and upbringing possibilities that are inherent in this amazing activity of the child.
The value of children's play lies in the fact that it influences the process of formation of individual mental functions (thinking, memory, speech, imagination, attention), certain types of activity (constructive, visual, cognitive, communication). In the game, the child learns the world around him, his thinking, feelings, will develop, relationships with peers are formed, self-esteem and self-consciousness are formed.
So, the game performs essential functions in the formation of the personality of the child. It reflects and develops the knowledge and skills gained in the classroom at the preschool educational institution, and fixes the rules of conduct that children are taught in life. The game acts as the main leading type of children's activity and as the most important condition for social education. The game develops the mental abilities necessary for each child, the level of development of which, of course, affects the process of schooling. That is why it is necessary to pay special attention to the gaming activities of older preschoolers.
Speaking about the game as the leading activity of a preschooler, we mean mainly a joint role-playing game. Other types of games, mobile, didactic, building, although widely used in preschool education, serve to implement private educational tasks.
1.3 Pedagogical conditions for the development of play activities of preschoolers
The development of the game is related to the development game action. The complication of the game action and the change in the motives of children's activity takes the game to a higher stage.
The first stage in the development of gaming activity is an introductory game. According to the motive given to the child by an adult with the help of a toy item, it is an object-play activity. Its content consists of manipulation actions carried out in the process of examining an object. This activity of the infant very soon changes its content: the examination is aimed at revealing the features of the object-toy and therefore develops into oriented actions-operations.
The next stage of play activity is called a display game, in which individual subject-specific operations are transferred to the rank of action aimed at identifying the specific properties of an object and achieving a certain effect with the help of this object. This is the climax of the development of the psychological content of play in early childhood. It is he who creates the necessary ground for the formation in the child of the corresponding objective activity.
At the turn of the first and second years of a child's life, the development of play and objective activity merges and simultaneously diverges. Now, however, the differences begin to appear and the next stage in the development of the game begins in the methods of action: it becomes plot-representative. Its psychological content also changes: the child's actions, while remaining objectively mediated, imitate in a conditional form the use of the object for its intended purpose. This is how the prerequisites for a role-playing game gradually become infected.
At this stage of game development, word and deed merge, and role-playing behavior becomes a model of relationships between people meaningful to children. The stage of the actual role-playing game begins, in which the players model the labor and social relations of people familiar to them.
Scientific ideas about the phased development of play activities make it possible to develop clearer, more systematic recommendations for managing the play activities of children in different age groups.
In order to achieve a game that is genuine, emotionally saturated, including an intellectual solution to the game problem, the teacher needs to comprehensively manage the formation, namely: to purposefully enrich the child’s tactical experience, gradually transferring it into a conditional game plan, during independent games to encourage the preschooler to creatively reflect reality.
Emotions cement the game, make it exciting, create a favorable climate for relationships, increase the tone that every child needs to share his spiritual comfort, and this, in turn, becomes a condition for the preschooler's susceptibility to educational actions and joint activities with peers.
The game is dynamic where the leadership is aimed at its phased formation, taking into account those factors that ensure the timely development of gaming activities at all age levels. Here it is very important to rely on the personal experience of the child. The game actions formed on its basis acquire a special emotional coloring. Otherwise, learning to play becomes mechanical.
As children grow older, the organization of their practical experience also changes, which is aimed at actively learning the real relationships of people in the process of joint activities. In this regard, the content of educational games and the conditions of the subject-game environment are being updated. The focus of activating communication between an adult and children is shifting: it becomes business-like, aimed at achieving joint goals. Adults act as one of the participants in the game, encouraging children to joint discussions, statements, disputes, conversations, contribute to the collective solution of game problems, which reflect the joint social and labor activities of people.
So, the formation of play activity creates the necessary psychological conditions and favorable ground for the comprehensive development of the child. Comprehensive education of people, taking into account their age characteristics, requires the systematization of games used in practice, the establishment of links between various forms of independent gaming and non-gaming activities occurring in game form. As you know, any activity is determined by its motive, that is, by what this activity is aimed at. Play is an activity whose motive lies within itself. This means that the child plays because he wants to play, and not for the sake of obtaining some specific result, which is typical for everyday, labor and any other productive activity.
All types of games can be combined into two large groups, which differ in the degree of direct participation of an adult, as well as in various forms of children's activity.
The first group is games where an adult takes an indirect part in their preparation and conduct. The activity of children (subject to the formation of a certain level of game actions and skills) is of an initiative, creative nature - the guys are able to independently set a game goal, develop the idea of the game and find the necessary ways to solve game problems. In independent games, conditions are created for children to show initiative, which always indicates a certain level of intelligence development.
Games of this group, which include plot and cognitive, are especially valuable for their developmental function, which is of great importance for the overall mental development of each child.
The second group is various educational games in which an adult, telling the child the rules of the game or explaining the design of a toy, gives a fixed program of actions to achieve a certain result. In these games, specific tasks of education and training are usually solved; they are aimed at mastering certain program material and rules that players must follow. Educational games are also important for the moral and aesthetic education of preschoolers.
The activity of children in learning to play is mainly of a reproductive nature: children, solving game problems with a given program of actions, only reproduce the methods for their implementation. Based on the formation and skills of children, independent games can be started, in which there will be more elements of creativity.
Stimulating the creative activity of children in the game contributes to the deployment of the game with the inclusion of various roles in it: from different spheres of social life, from different literary works, fairy tales, as well as the combination of fairy-tale and real characters. For example, a kindergarten teacher and policemen, a firefighter and a Baba Yaga, Pinocchio and a doctor.
The inclusion of such roles in the overall plot activates the imagination of children, their fantasy, encourages them to come up with new unexpected turns of events that unite and make meaningful the coexistence and interaction of such different characters. A.N. Leontiev in his work “The Psychological Foundations of Preschool Play” describes the process of the emergence of a children's role-playing game as follows: in the course of a child’s activity, “a contradiction arises between the rapid development of his need to act with objects, on the one hand, and the development of operations that carry out these actions (i.e. . ways of action) - on the other. The child wants to drive a car himself, he himself wants to row a boat, but he cannot carry out this action ... because he does not own and cannot master those operations that are required by the real objective conditions of this action ... This is a contradiction ... can be resolved in a child only in one single type of activity, namely, in play activity, in play ...
Only in a game action, the required operations can be replaced by other operations, and its subject conditions - by other subject conditions, and the content of the action itself is preserved.
In this regard, the improvement of the pedagogical guidance of role play as the most developed form of preschool childhood is of particular importance. In our opinion, one of the ways of such improvement is a socio-psychological approach to a role-playing game as a certain type of joint activity, during which the participants communicate, aimed at coordinating efforts to achieve a common result.
Almost all authors who describe or study role play unanimously note that its plots are decisively influenced by the reality surrounding the child. The question of what exactly in the reality surrounding the child has a decisive influence on role-playing is one of the most significant questions. Its solution may lead to a clarification of the actual nature of role-playing, to a solution of the question of the content of the roles that children take on in the game.
Not every work fiction influences the development of play in children. Only those works in which people, their activities, actions and relationships with other people are described in a vivid and accessible artistic form make children want to reproduce their main content in the game.
The results of the studies outlined above show that role-playing is especially sensitive to the sphere of human activity, labor and relations between people, and that, consequently, the main content of the role that the child takes on is the reproduction of this particular side of reality.
A.P. Usova writes "The development of the plot proceeds from the performance of role-playing actions to role-models in which the child uses many means of representation: speech, action, facial expressions, gesture and an attitude corresponding to the role" .
“The activity of the child in the game develops in the direction of depicting various actions (swimming, washing, cooking, etc.).
The action itself is shown. This is how action games are born. The activity of children takes on a building character - building-constructive games arise, in which there are usually no roles either. Finally, role-playing games stand out, where the child creates one or another image. These games go along two noticeable channels: director's games, when the child controls the toy (acts through it), and games where the role is played personally by the child himself (mother, pilot, etc.).
The development of the game depends on many factors. The first is the proximity of the theme of the game to the experience of the child. Lack of experience and ideas becomes an obstacle in the development of the game's plot. Also, the development of the plot is determined by how coordinately the roles develop in the game.
Usova notes that the games of children already at the age of three are of a plot nature, and in this direction the game intensively develops until the age of seven. It establishes that the driving principles that determine the game consist in the child's gradual mastery of the role played in the group of children. Initially, the game consists of everyday activities performed by children: cook, wash, carry (3-4 years). Then there are role designations associated with certain actions: I am a mother, I am a cook, I am a driver. Here, in these designations, along with role-playing actions, role-playing relationships appear, and finally, the game ends with the appearance of a role, and the child performs it in two ways - for the toy and himself.
Usova's attempt to understand the mutual transitions from one stage to another seems important to us. So already in the games of younger children, she finds elements that lead to the further development of the game: in play actions - elements of the role, and in role-playing actions - the future role.
N.Ya. Mikhailenko suggests that the transition to the performance of the role is associated mainly with two conditions:
Assigning not one, but a series of actions to the same character (mother - feeds, walks, puts to bed, reads, washes; doctor - listens, gives medicine, gives an injection, etc.);
Taking on the role of a character that is set in the game's plot.
The path of development of the game goes from a specific objective action to a game role-playing action: eat with a spoon, feed with a spoon, feed a doll with a spoon, feed a doll with a spoon - like a mother.
In the emergence of the game, the following stages can be distinguished (they were established by F.I. Fradkina):
The stage of specific manipulation with an object, in contrast to the earlier "non-specific" manipulation, when the child makes the same movements with different objects (waves, knocks, throws.).
Independent reproduction by the child of individual elements of actions or a series of actions. Children are characterized by imitation of the actions of an adult in a similar but non-identical situation, transferring the action to other objects. A qualitative leap in development, associated with the emergence of a real word as a means of denoting an object, brings the emergence of a real game closer.
This stage is characterized by the creation of a special game environment, the reproduction of the actions of another teacher, the use of substitute objects. The action with the object is carried out according to the game meaning, and not the permanent meaning of the object. In games, the child independently reproduces not individual actions, but entire plots, acting either for the teacher or for the doll. The subject is used repeatedly, but the action is couplet, not plot.
The next stage is the appearance of renaming in the game situation. At first, the child calls substitute objects by a different name in accordance with the function that they perform in the game, but identification with another person and assigning his name to himself is still absent.
Final stage. The child calls himself and his playmate (doll) the name of another person.
All of the transitions listed above require guidance from adults, and each of them requires special ways of guidance.
Principles of organizing a role-playing game (the concept of N.Ya. Mikhailenko - N.A. Korotkova):
1. The teacher must play with the children. He must take the position of "playing partner". The educator's strategy should be to challenge the children to use a more complex, new way of building play.
2. The teacher should play with children throughout preschool childhood, but at each stage the game should be deployed so that children immediately “discover” and learn a new, more complex way of building it.
At each stage of preschool childhood, it is necessary, when developing playing skills, to simultaneously orient the child both to the implementation of the game action and to explaining its meaning to partners - an adult or peers.
At the stage of formation of conditional play actions, an adult must develop mainly “one-volume and one-character” plots, as a semantic chain of actions.
At the stage of formation of role-playing behavior, a multi-personal plot as a system of interrelated roles, which unfolds through the interaction of characters, should become a support for the teacher.
At the stage of formation of the ability to build new story games, the teacher must develop "multi-volume" stories, involving a combination of various events.
In the pedagogical process in relation to the game, there are two interrelated components:
Joint game of an adult with children, during which new skills and abilities are formed;
An independent children's game in which the teacher is not included, but only provides the conditions for its activation.
For children, the connection between the role and the actions in which it can be embodied, the role meaning of the actions, remains hidden. This connection between role and related activities does not arise spontaneously and must be revealed to the child by adults.
The development of the game is connected with the logic of mastering objective actions and the selection of an adult as a model and carrier of human forms of activity and relationships. All this does not happen spontaneously, but under the guidance of adults.
Thus, the game of preschoolers will develop if the teacher:
1. Organizes the subject environment:
It gradually introduces toys (the subject-play environment must necessarily change flexibly, depending on the content of the knowledge acquired by children, on the playing interests of children and the level of development of the game);
Correlates the plot of the game with the child's experience of interaction with the outside world.
2. Provides game guidance:
Helps to attribute not one, but a number of actions to the same character;
Helps the child to take on the role of the character that is given in the plot of the game;
Plays with children;
Provides conditions for the activation of independent play of preschoolers;
Puts children in front of the need to use more complex, new plots for building a game;
Orients the child, both to the implementation of the game action, and to explain its meaning to partners - an adult or peers;
The connection between the role and related activities must be disclosed to the child by adults.
3. Provides a favorable atmosphere:
Creation of trusting relationships;
Lack of criticism in the evaluation of children's activities;
Attention to every child.
Thus, only if certain conditions are met, the development of preschool children's play activities will be successful and productive.
2 . Experimental work on the development of play activities for children of middle preschool age
2.1 Organization and research methods
An integrated approach to solving the problems of education allows you to successfully influence the development of all aspects of the child's personality. Integration of educational areas is one of the main approaches to the organization of the pedagogical process, reflected in the content of modern exemplary basic educational programs preschool education.
The importance of the development of gaming activities is also emphasized in modern regulatory documents on preschool education. The federal state requirements for the structure of the main general educational program of preschool education emphasize that play activity is the basis for organizing the life of children in kindergarten.
The actual problem of the development of gaming activity is also becoming because modern practicing teachers note the fact that the game, especially the plot-role-playing game, has left children's life. In pursuit of early intellectual development in favor of parental desires, the time allotted in the daily routine for various types of gaming activities is used to organize all kinds of foreign language classes, literacy, etc. Psychologists and teachers also talk about the disappearance of courtyard children's communities where children played together different ages, the rules and plots of various games were passed from older children to younger ones.
The purpose of the study: to study and analyze the level of development of play activity in children of the middle group.
Research methods:
* observation;
* mathematical data processing.
Research base: Municipal budgetary preschool educational institution - kindergarten No. 36, Nizhnekamsk, middle group No. 2.
Having studied the theoretical aspects of the development of the play activity of preschool children, we set about organizing experimental work in this direction, creating certain pedagogical conditions in accordance with the purpose of our study.
Experimental and diagnostic work was carried out in the MBDOU kindergarten of a combined type No. 36 in Nizhnekamsk in the middle group No. 2. 10 children aged 4-5 years took part in the experiment.
The purpose of the experiment was to determine the initial level of development of the game activity of children of middle preschool age.
Experiment tasks:
1. Determine the components, criteria, indicators, levels of development of gaming activities.
2. Reveal the initial level of development of gaming activity.
3. Analyze the results obtained during the diagnostics.
To implement the first line of diagnostics (studying the characteristics of children's play interests), the following diagnostic methods were used: observation of the play activity of preschoolers; conversation (method of A.G. Gogoberidze, V.A. Derkunskaya).
Based on this, the subjects of observation were:
The frequency of repetition of games with the same content;
Children's use of play attributes.
To implement the second diagnostic direction, we used the observation of children's play (method of A.G. Gogobaridze, V.A. Derkunskaya). The results were recorded in points:
Variety of game plots - 1 point;
Stability of game plots - 1 point;
Combining stories - 1 point.
The sum of points shows the level of development in children, the ability to develop storylines in games (development of preschool children's plot formation skills).
Indicators:
3 points - high level of skills development;
2 points - average;
1 point - low.
The characteristics of the levels are determined on the basis of the program "From birth to school", the educational area "Socialization":
* children can independently create game ideas, combine several plots into one game at the initiative of the teacher;
* act in accordance with the rules and game plan established at the beginning of the game;
* show independence in the choice of attributes and items for the game;
* use in the role-playing game of buildings made of building material of varying structural complexity;
* show activity and independence in choosing a role, developing and implementing a plan.
* children can participate in the creation of game plans at the initiative of the educator, fulfill the teacher's plan in combining the plots of games;
* in joint games with the teacher perform game actions;
* do not always keep in mind the rules and game plan established at the beginning of the game;
* can show independence in choosing attributes and items for the game, but often turn to the help of a teacher;
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Introduction
Human culture has undergone various kinds of changes over the centuries, which either restrained or stimulated its development. Most often, the ambiguity of judgments and opinions about certain events, facts or phenomena acquired the status of contradictions, the resolution of which was the driving force behind the development of the culture of society. Modern society is characterized by a tendency to leveling ethnic characteristics, traditions, assimilation by individual peoples of alien forms and methods of inculturation of young generations, which leads to the formation of confusion of ethnocultural identity among young people, inconsistency in views, judgments of ideals.
Particularly expressive are the changes that occur to a person, manifested in the gaming hobbies of children and young people, since this part of society is especially susceptible to change, open to external influences, and the least resistant to the influences of “foreign” cultures.
The need to study the game culture and fixing its characteristics in the cultural space is justified both by the uncertainty of the interpretation of the term "game" and the arbitrariness of its use: more and more often any processes that involve a probabilistic result are called a game, thus it is thought of as an all-encompassing, comprehensive phenomenon, while while under-researched modern tendencies actually gaming activity, unfolding within the gaming culture. That is why it becomes relevant to clarify the essential features inherent only in the game culture that distinguish it from other phenomena of human culture.
The purpose of this work is to study the state of gaming culture in a modern family.
Main goals:
Describe the current state of gaming culture.
Analyze the state of the crisis of gaming culture.
To determine the state of children's games in the conditions of a modern family.
Consider the traditional games of children with the participation of parents.
1. The state of gaming culture in modern society
.1 The concept of gaming culture
The game as one of the phenomena of human existence has repeatedly tried to comprehend the representatives of various scientific schools. The phenomenon of play was of interest for research, first of all, in such aspects as the relationship between play and art, the role of play activity in the process of education and socialization of the individual, the relationship between play and culture in general. Interest in the study of the game as a cultural phenomenon, the search for its essence, the modeling of the game as a system of strategies, attempts to derive a common component that unites such various manifestations of human activity, denoted in the language by the concept of "game", contributed to the formation of an independent research direction - "igrology". Within the framework of this direction, an inextricable connection between the game and the most important existential phenomena was discovered: freedom, work, love, art, and life in general. However, the multidimensional nature of the study, and the presence of a diverse range of judgments about the game in various scientific schools, as well as the lack of a unified view of the nature of the game, cause undeniable difficulties in defining it as a category of cultural studies.
Sociocultural uncertainty undermines the traditional forms and methods of cultural transmission; in their social development, children are no longer guided by adults, but by their "advanced" peers. It is the game in this case that is able to create zones of variable development, characterized by the child's openness to the perception of the socio-cultural traditions of other countries and peoples. The game becomes a “school of voluntary behavior” (V.V. Abramenkova), a “school of morality in action” (A.N. Leontiev), and a kind of modeling of social relations is the leading activity of a growing child to improve and manage their own behavior (D.B. Elkonin). The nature and content of the development of modern gaming culture demonstrates a steady trend of losing its ethnic identity. Folk games practically "left" from the gaming culture, thereby freeing up space, which was instantly filled with a "surrogate" of the gaming business - shows, gambling, competitions on the verge of what is permitted and what is not permitted. Most of these "games" are frankly alien to Russian culture. In the modern "whirlpool" of cultures, there is a process of assimilation of foreign game culture, in which it is very difficult for a child to understand, find his own individuality and determine life priorities.
The problems of the game take on a special meaning in modern times, when the main values that determine the guidelines for existence are mainly those associated with the material side of life support, pragmatism and rationality, the search for profit and manipulation, the desire to minimize life risks and protect against strong feelings, emotions and experiences that can cause pain and suffering. A person is increasingly at the mercy of the standard of consumption, considering the other from the point of view of the possibility of satisfying the necessary needs, mainly of a primitive level.
Thus, a certain spiritual and emotional vacuum arises when people tend to play roles in real life and put on masks, hiding their true faces behind them, i.e. a game represented by various types is actively introduced into social practices. Thus, in the modern socio-cultural space, an active spread of gaming activity, its acute demand by society, the escalation of gaming forms, and the dynamic development of the gaming industry are recorded. Some of the modern problems, such as gambling and gambling addiction, are associated with the game as a special kind of activity and are of an acutely social nature. Game activity, performing primarily a recreational function, traditionally occupies a dominant position in the field of leisure, which is becoming increasingly important today. However, it can be stated with certainty that game elements actively penetrate and are used in various fields of activity, such as politics, business, management, education, etc., which allows researchers to judge their game character, refer them to the game sphere. AT recent times the number of gambling establishments that formalize gaming activity increases significantly, the gaming business becomes one of the most profitable in Russia, which, however, it is in the entire Western world. Game terminology permeates various life situations, up to the most tragic of them - death. Analyzing a variety of social practices, modern scientists speak of a direct relationship between the nature of the dominant games and the socio-cultural characteristics of the space of human life.
The game, understood by us as one of the ways of human activity, could not help but change, existing in society from the moment of its formation, going through the stages of its development with it, while maintaining its inherent set of distinctive attributive qualities. Evolving along with the social system, the game forms a specific sphere in the culture of society, which we define as a game culture and contains mainly manifestations of the game phenomenon in its main forms. The general methodological basis for highlighting this area can be the idea of culture as a complex developing, increasingly complex system formed by a set of relatively independent and interconnected species or subsystems that are certain spaces defined by the nature of human activity. Among such subsystems, along with, for example, political, legal, moral, artistic, ecological cultures, we also include gaming culture, which has its own boundaries and specific nature.
1.2 The crisis of modern gaming culture
The modern socio-cultural situation in Russian society is characterized by the penetration of the game into all spheres of human existence - this phenomenon has received the name of gamification in the humanities, which many famous philosophers and sociologists pay attention to (V.A. Razumny, S.A. Kravchenko, L.T. Retyunsky and others). The consequence of the active spread of this phenomenon is the emasculation of the social and value meanings of human existence and the depreciation of the value and semantic content of traditional culture. The primitivization of game forms weakens their cultural and moral potential. Culture, absorbed by the game of a primitive nature, sets the "drift" of the meaninglessness of life, the purpose of which is to obtain simple pleasures from simplified game forms. At the same time, the game as a form, method and way of organizing learning is leaving the practice of modern education, which significantly impoverishes educational process, because in this way, emotions leave education along with the game, which significantly reduces the quality of training specialists in universities. What are the new trends in the development of gaming culture?
These phenomena, in our opinion, coincide with the detected negative trends in the development of modern youth gaming culture - social exclusion (O.V. Dolzhenko, V.N. Druzhinin, I.S. Kon, V.A. Razumny, E. Toffler, E. Erickson), virtualization of consciousness (A.G. Asmolov, V.N. Druzhinin), hedonization, egoization and individualization gameplay, "barbarizations" of the content of the youth game and have already been characterized by us1. Each of these tendencies has its own specific reflection in the content of the game and the consequences of influence, manifesting itself in the most characteristic features of the social behavior of young people and relations between them, in a set of meanings and values of life that are vital for them, in the dominant parameters of the youth subculture. The phenomenon of social alienation has been prepared by the current situation in the development of society and is characterized by the gradual loss of a person's individuality. These processes are caused by many factors, among which are scientific and technological progress, achievements in the field of telecommunications, in which the human individual "I" is depersonalized, leveled, averaged, stereotyped. The reasons for “leaving” (alienation) lie, according to V.N. Druzhinin, in the individual psychological characteristics of people and the emerging situation of human social life. In addition, socially approved life choices often require the impossible from many people. The same situations develop in the youth gaming subculture, many of which do not correspond to the motivation of young people, their temperament, abilities, and the game team requires a player who is not able to become autonomous to be independent, from an emotionally vulnerable and anxious player to control himself. A person does not see the point in his participation in the game, in achieving the goal of the game, he is disappointed in those with whom he entered the game, he is not able to overcome the barrier of misunderstanding. And he goes aside, giving his place to others - more skilled and successful. However, individuals with a strong will are able to acquire the skills of autonomous behavior and internally transform themselves with the help of “dream games”.
The modern children's play culture is characterized by an increase in the trend of individualization of the game, and, as a result, the social exclusion of children. The reasons for this phenomenon lie not only in the change in the nature of the game, but also in those moments in the development of children's individuality that adults - parents and teachers - did not pay attention to. One of them can be considered "a feeling of stupid and immature self-disclosure, which we call shame, and ... "doubled" distrust, which we call doubt - self-doubt and doubt in the firmness and insight of their teachers" (E. Erickson). The desire to avoid feelings of shame and distrust gives rise to the child's desire to move away from all those who voluntarily or involuntarily gave rise to these feelings in him. As a result of alienation, “withdrawal into oneself” is exacerbated by closing in on one’s own complexes and shortcomings, immersion in personal interests that do not receive support and recognition from outside. Alienation can also be triggered by feelings of inferiority. The manifestation of awkwardness, inaccuracies in the performance of a game task, lack of activity, “lack of emotion” of a child in a game can lead to a feeling of inferiority. Alienation can be aggravated by the conflict between the desire to participate in the game and the lack of gaming experience, which remains unrecognized by peers.
Studying the nature of alienation in the children's environment, E. Erickson drew attention to the fact that one of them may be "identity confusion", which manifests itself in the inability of young people to find their place in life and is based on "previous strong doubts about their ethnicity, or role confusion, combined with an old sense of hopelessness. The active migration of ethnic groups complicates the child's adaptation to a "different culture". This phenomenon is dangerous in that the image of a stranger, and then an enemy, is projected onto a representative of another ethnic group, which, in the end, leads to a final break in relations. At best, representatives of one ethnic group unite and organize their games, at worst, the child becomes an outcast. The child looks for getting rid of the heaviness of feelings of shame and distrust, an inferiority complex and confusion of identity in “dream games”, in that desired version of life that is very close to the “bright past”, where there were no problems, pain, anxieties, but there was peace and emotional comfort. The child invents an “inner life”, a passive “life-dream”, a “life-play-dream” in reality. He begins to "daydream" and "fly away" in certain moments from reality, plunging into the world of their fantasies, which are not always colorful and often monotonous, but always desirable” (V.N. Druzhinin).
Social exclusion can be individual and group. The autonomy of a person who is aware of his own self-sufficiency does not cause anxiety and fear. Self-isolation of an outcast child, who is under the yoke of an inferiority complex, is a very serious social problem. However, the game is a double-edged “weapon”, since in some cases it acts as an effective pedagogical tool, in others it is anti-pedagogical. Consequently, its inept use may not only not stop the trend of social alienation and self-isolation of the child, but even strengthen it. The phenomenon of social alienation has been prepared by the current situation in the development of society, the gradual loss of individuality by a person. These processes are due to scientific and technological progress and achievements in the field of telecommunications, in which the human individual "I" is depersonalized, leveled, averaged, stereotyped.
A huge stream of enticing shows advertised as innovative game projects that have overwhelmed modern television, is aimed only at the implementation of hedonistic functions, the suppression of the freedom of the individual and the manipulation of his consciousness. Under the same pressure of innovative gaming technologies is an unprotected child's soul, a fragile child's consciousness. And if an adult is able to oppose this electronic "monster" with his own experience, activate willpower or simply turn off the TV or computer, then a child who does not have a stable life experience becomes dependent on virtual game programs. As a result of constant immersion in the virtual space, the child loses himself, parted with the feeling of being real and begins to perceive himself as part of the virtual world. A person with a "virtualized" consciousness is not responsible for his actions and deeds. This moment is precisely the most attractive for children who are fond of computer games. Life in the virtual world allows you to avoid responsibility for actions that do not meet the norms of human existence: no one will call you to account for the hundreds of lives you have ruined - they are all virtual. The planting of such games is carried out with the aim of dulling the rational abilities of a person, distracting him from analytical and critical reflection.
One of the means of human salvation is the preservation of traditions and cultural values. The game, as one of the components of traditional culture, also needs to be protected, since all the changes taking place in society affect it as well.
The concepts of "collectivism", "collective" are blurred, and along with them there is a tendency for children's interest in collective games. At best, the game is kept in small groups. Children's games are mostly individual in nature. Many folk games have been forgotten, but it is they that involve the collective interaction of children of different ages, it is in them that the child for the first time feels belonging to an ethnic group, his ethno-cultural identity.
In modern children's culture, the collectivity and solidarity of the game is being lost, since the experiences of one for the success or defeat of others are devalued; recognition for others, as for oneself, of equal rights and obligations in providing assistance and support, as well as a demanding attitude towards oneself, as well as towards team players, has ceased to be relevant. The motivation of the subject to experiences and actions in relation to the other is blurred, as if this other were himself. At the same time, the egoization of the game is increasing, characterized by a preference for personal interests and actions in the game of the game team itself. The main motives are selfishness and selfishness against the background of the assertion of the exclusivity of one's self. The individualization of the game is manifested in the self-isolation of the individual, in the creation of his own closed world, the loss of the need for social contacts, relationships, connections. Immersion in the game with a virtual partner replenishes the lost ways of being in the real world.
The study of the processes taking place in modern culture, along with the phenomena of social alienation, virtualization of consciousness, and hedonization of the game process, made it possible to identify trends in the "barbarization" of culture, including children's play culture. The term "barbarization" (A.S. Akhiezer, V.P. Danilenko, V.S. Elistratov, S.G. Kara-Murza, V.V. Kolesov, J. Ortega y Gasset, A.S. Panarin , I. Yakovenko) is used mainly in two senses: in the first - it is used as a synonym for the word "savagery", and in the second - to refer to the process of language borrowing.
Both interpretations of "barbarization" are adequate to the processes taking place in the youth gaming culture, because there are both the phenomena of "wildness" (archaization) and borrowings (and not only linguistic ones) from other cultures. The "barbarization" of culture has clearly revealed itself, especially in the last decade of the 20th - the first years of the 21st centuries.
It is characterized by:
firstly, a rollback to the past, to archaic forms of culture, a simplification of traditions, and especially moral norms;
secondly, the introduction into culture of a different logic of life - a turn towards the mythologization of life;
thirdly, the desire of the elite of society to suppress (conquer, subdue) the lower strata;
fourthly, open propaganda of violence, cruelty, the cult of physical force.
The study of children's play culture shows that these trends are already manifesting themselves both in the real children's environment and in children's games.
The phenomenon of archaism in children's gaming culture is associated with the rejection of the traditional game, its usual forms, rules and taboos, the rapid change in the composition of the gaming communities of modern schoolchildren, the blurring of the boundaries of permanent gaming teams, the breaking of established ties and relationships, the dominance of the spontaneity of gaming teams.
The names of traditional games are being replaced by those that, on the one hand, do not reflect the content of the game, and on the other hand, illustrate the poverty of the game repertoire, the limited vocabulary of children, its impoverishment, emasculation, reflect the general tendency to fill the speech of modern children with slang and obscene expressions. The archaization of children's play culture is closely connected with its mystification. The main reason for such phenomena was the media, TV and the Internet, which widely popularize astrology, parapsychology, divination, and various kinds of magic.
In children's literature, there is a tendency towards mystification, separation from the real rational world and "departure" into the world of dreams and fantasies. Mystification is also subject to the content of animated series and game programs, widely replicated comics, the main characters of which are fantastic monsters, freaks. All this is evidence of the "barbarization" of modern gaming culture.
The achievements of the gaming industry promise sophistication of pleasures on the verge of what is allowed and what is not allowed. Thanks to the World Wide Web, which is widely used by game industry dealers, risk is implanted in the fabric of other social organisms, infiltrating their information space, causing a cumulative effect. The result is a mutually conditioned change, a general “risk grasping”.
Modern children's gaming culture is experiencing a deep crisis, which manifests itself in all its areas - both in the very children's games and character, and in the content that their developers fill children's games with. As in all times, children's play has taken on the "clothes of time" - the clothes of alienation, hedonization, virtualization, "barbarization" and risk - these are the trends that have become characteristic of children's play culture. Filling the content of children's literature, animation, feature films, comics with ideas of destruction gives rise to a similar desire in the soul of the child: destruction, and not creation, becomes a habitual stereotype of the social behavior of those who will take up the cultural baton.
A crisis modern game and game culture gave rise to a number of contradictions: between a sufficiently high level of development of game theory in domestic and foreign philosophical and pedagogical science and its local, mainly leisure-time application in the practice of educating domestic youth; between the great potential of the game and the episodic appeal to it in the real educational practice of the modern school; between the need for children in pedagogically organized games and the technological incompetence of a significant part of modern teachers in providing play activities for schoolchildren; between the teachers' knowledge of the educational possibilities of the game and the unwillingness to turn to them in the process of organizing educational work; between a rich arsenal of various game forms and insufficient awareness of teachers and schoolchildren about them; between the content of traditional games and the rapid spread of the new gaming entertainment industry, their unlimited consumption by young people.
Culture begins with prohibitions: it is the prohibitions (taboos) that brought mankind out of the state of savagery to the level of developed civilizations, it is the prohibitions of pseudoscience that gave impetus to the development of true sciences, it is the prohibitions that regulate people's relations on the basis of moral norms, it is the prohibitions that create the inner world of man. Adults are responsible for the spiritual health of children. With regard to children's play and toys, a clear strategy is needed, based on the traditions of domestic culture, capable of withstanding the influence of alien trends imposed from outside. This strategy must be accepted as the doctrine of national gaming industry, which is able to reorient itself from blind and mindless copying of foreign samples of game programs to the development of domestic compositions aimed not at broadcasting the ways of destroying the world by man, but at creation, the creation of goodness, justice, peace, beauty, humanity.
2. The state of play culture in the modern family
2.1 Children's games in modern conditions
It is impossible to imagine the world of childhood without play, it is impossible to artificially deprive it of play romance, play colors, emotions, deep and exciting experiences. In the arsenal of pedagogical means there is no other, more effective tool than the game, capable of compensating for these inevitable losses while maintaining current trends.
Having historically developed as a means of familiarizing the child with the culture of society, the game itself has become an element of culture that is transmitted to children. Like any human activity, it "lives" in specific people and passes into the material culture of society - it is objectified, materialized.
This can be illustrated by the following analogy. For example, musical culture exists in the form of musical instruments, musical records, concert halls (embodied in them) and musicians who can use these things in accordance with their purpose.
In the same way, the game acquires its “material” side in special items for the game - toys, texts in which rules and plots are written (collections of games). But to a small child, all this material means nothing, just as musical notation means nothing to an ignorant person.
Being born, the child enters the already established, existing world of the game, which will become his world (his game) only if he can carry out the reverse process - “de-objectify” it, turn it into a form of his own activity.
The transfer of any cultural activity can be carried out through the direct inclusion of a person in this activity, its observation (an example of activity) and special training (where the activity is divided and transferred to the individual element by element).
How is play culture transmitted to a small child? Who helps him to transfer the materialized game into the real process of activity?
Since play activity in our society belongs to children, it also has a specific living carrier (carrier of play culture) - this is a group of children of different ages. As long as children's groups of different ages exist, play can be passed on in a spontaneous, traditional way from one generation of children to another. It's like a natural transmission mechanism of the game.
Everyone had to watch the kids, who can stand for a long time and watch what is being done on the playground - how older children play. Gradually, small children are drawn into a common game: at first, as executors of orders, instructions from older children who already know how to play, who lack partners, and then they become full members of the playing group. Naturally developing playgroups include children of different ages (from teenagers to preschoolers) with different play experiences. The renewal of the composition of such groups occurs gradually - they are drawn in and recruited gaming experience babies, and older children, growing up, are less and less involved in life game group. This gradualness ensures the continuity of the gaming culture, its preservation.
What happens when the traditional transmission of the game is broken, when the connection of children's generations is interrupted?
In the life of modern society, such gaps in the transmission of the game are due to two reasons: the age division of children, the predominance of families with one child.
In fact, due to the employment of the adult population (after all, most mothers and grandparents work), children very early fall into the conditions of public education, built on the principle of same-age groups. Therefore, they communicate, as a rule, only with peers who have the same gaming experience. The trend towards the abolition of the courtyard in the modern city leads to the disappearance of the courtyard playing groups, which are precisely the main carrier of the game.
Older children are also busier than before. The trend towards early specialized education of children, including them in various circles and sections, music and sports schools, leads to the fact that they have very little time left for free games and activities (this is one of the reasons why they play less with the younger ones). Families with many children, in which children constituted a natural group of different ages, are also disappearing.
What fills the resulting gap in the transfer of gaming experience to children? A toy that becomes the only element of play culture available to a small child. The cultivation of the game in modern society occurs primarily through the toy.
As already mentioned, a toy is a specific object in which a game, ways of playing behavior are presented in a folded and materialized form.
A toy from early childhood is provided for the independent use of the child. However, in the independent activity of the child (if no one plays with him or he does not see the games of others), she is only an object of specific manipulations due to her functional properties. These manipulations, i.e. actions with game items, the child produces independently, but this does not mean that he is playing. Separate manipulations with an object that are not included in the plot or the rules of the game are not yet a game. The toy and actions with it must be comprehended, included in the semantic context. Indeed, what can Small child if he receives checkers, skittles, logo from an adult? Build towers of checkers and destroy them, kick the ball until he sees how these games are played, until someone includes him in a joint game and explains its rules.
Can an adult act as a bearer of play culture for a child, compensate for the absence of a natural bearer of play? Yes, it can, but under certain conditions.
This partly happens spontaneously in real life. Moms and dads can play with new toys that they buy for a child (i.e., show how to play with them), encourage children to imitate the actions of adults (for example, a mother who is busy preparing dinner can put a toy saucepan in front of her daughter that interferes with her and suggest: “And you cook dinner for Lala”).
But with such spontaneous, unconscious influences, a game with rules is in a better position than a story game. This is due to a number of reasons, and above all, the fact that many games with rules and, accordingly, the objects intended for them function in the life of adults; these games are interesting to them. Examples of such games are checkers, chess, lotto, football, hockey. If an adult buys a board game for a child that is not known to him, he can read the instructions that come with it, which sets out the rules of the game, and play it with the child. You can also remember some games from your own childhood - clear rules and repeated repetition lead to the fact that they are stored in memory longer and more clearly.
Adults don't play story games. A time span of at least 20 years is enough to forget what it is. If you remember your childhood, your favorite toys pop up in your memory, at best your favorite themes of the game, but the process of the game itself remains elusive. And the dolls and bears do not come with instructions on how to deploy a game with them.
So it turns out that if adults play with children, they prefer games with rules, and the plot game is ignored. And the plot game still has the greatest developmental value in preschool childhood.
The following question may arise: after all, children go to kindergarten, perhaps educators specially trained to deal with children in an appropriate way can teach them to play? However, in addition to the fact that the game is not so easy to teach, one must also take into account the fact that this is a “chamber” activity, and the teacher has 25-30 children in the group. Therefore, it is good when parents are also involved in the transfer of games to children.
Let's call a special, conscious transfer to children of a game culture (as opposed to spontaneous, traditional) the formation of a game. Now we can return to the question that arises in adults: were we taught to play? If they did not teach purposefully, then this happened in communication with older children, with different playing groups.
The values of the world of parents turned out to be less significant for children than the values of the world of cinema and computer games. Parents stopped raising their children within the framework of traditional morality. They teach children about hygiene standards, but they don’t say: you can’t kill people. The child of such parents turns on the TV, computer and sees how the most “sexy”, elegant, “cool” and highly paid actor kills all the enemies on the screen one by one and “does it beautifully”. And the child really wants to be just as beautiful and kill just as beautifully. When in real life a person faces a choice: to kill or not, he does not feel like a violator of the law or commandment, but on the contrary, he feels satisfaction, because he does the same thing as his idol. A little boy playing "Doom" or "Quake" obeys a very simple ideology of these toys: monsters interfere with you, and you have to kill them. Behind it all lies the “kill and solve all your problems” paradigm. The consequence of these inhumane toys is the transfer of virtual relationships into real life. And virtual murders can provoke real ones. They can reduce the social prohibition against actual murder. How does the prohibition "Thou shalt not kill" work? Killing is annoying. And in toys, killing, on the contrary, is the most pleasant experience.
Naturally, if there was no demand for these toys, they would not have been created. Sellers of toys do not form a thirst for violence in a person, they just exploit it. Human muscles, for example, atrophy without use, and grow during training, and the thirst for violence without its exploitation is dulled, and with increased "pumping" it increases. A child who considers his enemies those who laugh at him, humiliates him, already knows how to solve this problem, so he solved it many times with the help of a computer. He finds his father's revolver and treats his headache with a guillotine. No one explained to him that there are other ways. To date, no one has created even public organizations that would try to solve this problem. Obviously, few people realized the fact of its presence.
An important problem generated by computer games and practically proven by psychologists is computer "addiction", the dependence of a child's behavior on computer "addiction" (in other words, from sitting at computer games). Any computer game relaxes, because. it cannot be lost, and at the same time, like any idleness, it promotes aggression. The problem lies not so much in the content of video games as in their very fact. When a child plays real game, he must overcome himself physically, intellectually, subordinate his actions to the rules of the game, show a sense of camaraderie. In the virtual world, if something doesn't work, you can just turn off the computer. There is another problem: real, human communication is replaced in a computer game by virtual communication - contacts in such communication, on the one hand, are safe, but on the other, they are absolutely irresponsible. In real life, virtual communication breeds aggression.
The main reason for the formation of gambling addiction in modern schoolchildren is the indifferent, sometimes condoning attitude of parents to their gaming addictions. In order to obtain additional information about the reference environment of adolescents, a survey was conducted among parents. To the question "What do parents think about the passion for computer games?" 10% of the parents surveyed answered that they would buy a computer for their child, both for playing and for further work; 12% believe that the computer develops children; 13% clearly noted that the computer does more harm than good; 25% believe that children should be engaged in various sections, and the computer should be allowed to be used as a “reward”, “for merit”; 40% of parents understand that a computer can negatively affect the psyche of children, but the child has nothing to do at home, and parents cannot offer anything else.
2.2 Games for the whole family
Educational games are what every family knows now, what they write about in magazines and books, what they show in videos and TV shows. But fun games ... Do we know fun games for children? How often do we play them? Do we include them in our family holidays? For some reason, these fun games for children are often forgotten and are not so common in modern families. It's a pity. After all, they not only create a special atmosphere family holiday, comfort, warmth, emotional support, interesting communication, but also develop the child no worse than "serious" educational games. And besides, it is so nice to play them for both adults and children! It is fun games that develop ingenuity, imagination, speed of reaction, flexibility of behavior, independence, the ability to quickly find a way out of a new situation and give the child a cheerful, cheerful mood - the basis of his successful development.
Here is how Yegor Arsenievich Pokrovsky wrote about children's games in the 19th century in the book “Children's Games, Mostly Russian. In connection with history, ethnography, pedagogy and hygiene "(1887):
“There are also views that are practiced regarding education in a certain part of the public and have a lot of harmful influence on the success of the development of children's games ... Due to these views, for example, fast, impetuous movements of children during play are recognized as impossibly rude, too provincial, masculine; heartfelt fun in games, which only children are capable of, about which even the saying “Rejoices like a child” has developed, is considered completely inappropriate, indecent, trivial. Simplicity in dress, which is required for the most part for many free children's games, is also considered unacceptable, degrading the child to the level of a craftsman, etc., but meanwhile, it is precisely dressed-up children, like dolls, according to a fashionable French magazine ... and you cannot send them to the game, because such clothes will interfere and run freely, and wrestle, etc.
There is obviously no joy in the games of such children. Meanwhile, from absolute abstinence from games, look at what sad consequences can occur: children in this case do not learn, while playing, a lot of tricks that are necessary and useful in life, do not learn reasonable attitudes towards their own kind, and in the end they often come out strange, inept, often stimulating only laughter and mockery about oneself. It is rightly said that “he is more likely to be cut with a knife who has not learned how to handle it from childhood ...” Along with this remark, let us recall the caustic mockery of the ancient Cornsad, who expressed the idea that the sons of wealthy parents can do nothing by way, except for riding, yes and this is because only horses do not flatter them, but, on the contrary, immediately throw them off if they do not comprehend the art of riding. The deep meaning of this mockery has been fully preserved to this day.
There are relatively few games that are designed for a solitary activity, on the contrary, most games require the complicity of more or less other children. In this distribution of games, no doubt, lies the goal that with the help of them, on the one hand, it is better to accustom children to communication with each other, mutual services, mutual preservation of their interests; on the other hand, to accustom to the excitement of competition, mutual criticism, recognition of dignity or shortcomings, encouragement of those who showed greater dexterity, art, dignity in the game, and vice versa, censure of those who somehow blundered in the game.
Often here a well-gifted child leads a less capable one, one helps another to improve, and in the end everyone helps each other; but at the same time, everyone, in essence, remains in the same rights ... In the end, all this leads children to the closest mutual communication, unity and friendly work ...
No family circle, no school can give anything like that, but meanwhile in games this is achieved so easily and simply.
You can play in a small group, and in a family, and in big company children and adults.
Game "Dergachi"
A “vodnik” is chosen (now we call it “leading”, and even now children often speak in the old fashioned way with an emphasis on the first syllable - “water”). The waterman is blindfolded.
The rest of the participants in the game are players. In this game, they are called "twitchers".
Rule of the game: Players are not allowed to leave their seats. If this rule is violated, the player becomes a "Water".
Game progress: The blister stands in the center of the room blindfolded. Players enter the room and sit near the walls. The viper begins to walk around the room.
Players attract the attention of the vodka, "pull" him. For example, they say “Derg-derg” or rustle their feet on the floor or rustle their clothes in turn. Here someone pulled the vodka by the hem. And then, from the other side, they whispered: “Derg-derg”, and after that a new sound - someone slaps their knees. The vodir needs to guess who pulled him (that is, he said or clapped or made some kind of sound). If he guessed right, then he transfers his role to the tugger. Then the jerk, who was unraveled, becomes a water-dweller in a new game.
The task of the players is to confuse the vodka so that he cannot guess who it is. Therefore, they may not speak in their own voice - squeaky or vice versa bass, etc.
The game "Blinds against the wall"
very funny and funny game. Such a fun game is very good in New Year! After all, it is carried out with a candle and in the dark. And it brings unforgettable impressions, laughter and joy. In addition, children so enjoy playing with shadows and coming up with their own ideas about how to “trick” the leader of the game. Whom only they do not dress up! And how they laugh when they are confused with ... their mom or dad !!!
This is how this old game is played. In the “blind-blind against the wall”, the leader is not blindfolded, on the contrary, he will need to look very carefully “in both eyes”.
You will need a light wall (it can be a wall in a corridor or in a room). If your walls are dark, then you can hang a sheet. A table or chair with a burning candle is placed at a distance from the wall. A chair for the driver is placed between the candle and the wall.
Players will walk past the candle behind the driver so that their shadow appears on the wall. Players take turns slowly walking along the wall, and the driver must guess from the shadow who passed it.
All players try to confuse the driver. They can wrap themselves in a cloak, put on someone else's hat, go crouching to the floor or, on the contrary, go on tiptoe, stretch their neck or pull it in, hunch over, limp, bend over three deaths, mix up, twist their arms or legs, walk in pairs, etc. The player's task is to figure out how to confuse the driver and how to pass without being recognized.
The driver is forbidden to turn his head back and, when guessing, look at the person, and not at the shadow. If the driver made a mistake, then the fant pays (performs the task - tells a joke, sings a verse of the song, congratulates everyone, etc.). The driver is replaced when he guessed one of the players or when everyone passed.
For the game, I advise you to prepare the necessary simple items, in which you can dress up - an old sheet that you can wrap yourself in, takes either a hat, a mask, a scarf, a cardboard box, costume elements such as hare ears, etc. And you can make it easier - to come up with your own “suit” for everyone to play together and at the same time allow you to use all the contents of the closet.
Game "Even-Odd"
A great game to share gifts or small surprises for guests.
Prepare small surprises in advance - sweets, stickers, small calendars or pictures, badges or postcards, toys, pencils, cookies, waffles, etc. You can ask all guests to bring some surprises with them and use them for a common game.
So, having collected all the surprises you brought and collected, we begin to divide them into heaps. The heaps will be different - in some heaps there is an even number of gifts, and in some there is an odd number. Heaps are covered on top with opaque scarves. This is an old version. And now we can just put the gifts in opaque bags - and then scarves are not needed.
We start to raffle gifts. The first player points to one of the heaps with his hand and asks: "Even or odd?". The second player answers either "even" or "odd". We count the gifts in this pile. If the second player guessed right, then he takes a bunch of gifts for himself and asks the question to the third player (along the chain): “Even or odd?”. The third responds, and so on. In this game, kids will not only receive surprise gifts, but will also learn to count gifts with pleasure :).
The game "Okhlopok"
Highly simple game. Everyone stands in a circle and throws a piece of cotton wool up (you need to fluff it up, throwing a roll of cotton is useless - it won’t fly. The task is to prevent the cotton from falling. The player near whom the cotton falls, pays a fant (sings a song, crows, reads a poem etc.) Therefore, everyone tries to quickly blow the slap from themselves to their neighbor. The slap flies higher and lower, so the players either squat, then stand on tiptoe, then bend over. Usually a very funny picture is obtained.
If there are few players, then the game is played at the table. They throw up a clap, and keep their hands under the table. Next to whom the cotton “landed”, he pays a fine - a fant.
Game "Wing"
The leader is chosen. The rest of the participants in the game are players.
The players sit at the table and under the table in a circle pass each other an object tied to a thread. At the same time they say:
Ah, wing, hurry up,
Don't stumble and don't break
Don't look under the table
And that will be trouble.
It is necessary to pass the object on a thread so that the driver does not guess who has the “wing” now. Therefore, the players, even without having a wing, pretend that they are passing it, wink at each other and try in every possible way to confuse the driver.
On the last word in the text (this is the word "trouble"), the "wing" stops at one of the players. The task of the driver is to guess who has the wing, where it stopped.
If he guessed correctly, then this player with a wing in his hands in the next game becomes the driver. If not, then the driver pays a phantom. The redemption of a fanta is a song, dance, riddle, congratulation or trick.
It is important not to break the thread when transferring an object on a thread. Who broke the thread also pays forfeit.
Birds fly game
All players sit in a circle at the table. One hand is on the table. The leader of the game begins the story:
“I traveled a lot in different countries. And I came to such a wonderful conclusion: all living beings covered with feathers fly. All birds fly." On the last words, the host raises the index finger of the hand up and everyone repeats after him. The rule of the game is reported: if it is a bird and it flies, then you need to raise your index finger up. Then the host continues: “And the ducks fly (the leader and the players raise their fingers for each correct phrase), and the geese fly, and the tits fly. And the lions fly.” Many players will automatically give a thumbs up. And they'll be wrong.
The game must be played at a fast pace, alternating birds, animals, fish, insects (they also fly, but they are not birds, and therefore you don’t need to raise your finger), flying objects - autumn leaves, an arrow (you don’t need to raise your finger, because this is not bird)
Everyone who made a mistake at the end of the game pays forfeits - they perform simple tasks.
Game "Pull-let"
A very simple and very fun attention game in which even adults often make mistakes and laugh at it. She is very funny and beautiful. You will need wide satin ribbons about a meter long. How many players in the game - so many tapes you need.
The host of the game becomes in the center of the room, and around him the players sit on chairs. The chairs are arranged in a circle. The driver in the center of the circle holds all the ribbons. He gives the second end of the tape to each player. Ribbons with rays of the sun go from him to the players.
The leader at a fast pace says “Pull”, then “Let”. And what is the "highlight" of this fun game? And the fact that the word "pull" you need to release the tape. But on the word “let” you need a tape, on the contrary, pull it! There will be many mistakes!
In this game, you can collect forfeits for mistakes. And you can vice versa - play for the winner, who will receive a small prize for not making a mistake.
The game "Apartments to change"
Everyone is sitting on chairs. The driver shouts: “Change apartments! Change apartments! At these words, everyone jumps up from their chairs and looks for a new place. And since the driver has already taken one place, then someone may not have enough space. That's all in a hurry, run, hurry. Who did not have time to take a seat - pays forfeit. As soon as the phantom is paid, immediately (before everyone has time to gather their thoughts) a new command sounds “Change apartments! Change apartments! The game is played at a fast pace.
Game "Plate"
Players stand or sit in a circle. Each player calls himself the name of some animal. For example, "I am a hare." “And I am a fox,” etc. When everyone has memorized each other's new names, the game begins.
Take a wooden (old version) or plastic plate or bowl (modern version) and twist it hard so that it spins (Many other modern items can be used instead of a plate, for example, a roll of stationery tape. The main thing is that the object can be twisted)
As the plate is spun, immediately shout out the name of one of the players. For example: "Hare, catch!". The hare must have time to intercept the spinning plate before it falls. Now the hare spins the plate and calls the other player: “Catch the bear!” etc.
In this game, reaction speed develops, all players need to be very agile, attentive and tenacious.
Anyone who did not manage to grab a plate pays a forfeit.
Game "Korchaga"
The driver in the game is a korchaga. It is covered with a scarf on top and planted in the center of the room.
A senior player is chosen, who, secretly from the korchaga, gives names to all other players. For example, the names of flowers: “You will be a camomile. And you are a rose. And you are forget-me-not."
The senior player removes the handkerchief from the pot and asks: “Who held it?” If the driver guesses who touched him, then the guessed player becomes a korchaga in the next game. If he did not guess correctly, then he will still have to be in the role of a korchag
Games - riddles, puzzles, charades, puns.
Such games have also been known for a long time and are ancient. They played them for fun. You won’t guess - pay a forfeit, have fun for everyone. You can also play in a different way - for the winner who guessed the largest number of puzzles. Here are some 19th century assignments:
Why is a chicken more likely to eat a serving of oats than a horse? (Because chicken doesn't eat horses)
Could it be that the dogs ran into the room and ate the whole floor? (pun: eaten = from spruce). Answer: Maybe if the floor is made of spruce.
. “Young girls are willing to go to the first one; the second is not necessary for girls, but for boys it is necessary for many games. It’s nice to leave the stuffy room for the whole ”(Answer to the charade: ball + con \u003d balcony) Other possible charades that you can easily compose by analogy yourself: com + pass \u003d compass. Steam + hell = parade. deg+us=degree. Agility + bone = dexterity. Air + spirit = air.
Conclusion
play culture children's family
Analysis of the phenomenon of play in social and pedagogical culture at the turn of the 20th and 21st centuries. confirms the assumption that the game is undergoing significant and essential changes, it becomes different, changing the usual and proven forms of its being. The developing function of children's play is gradually lost. This phenomenon is due to the fact that teachers turn to the game not for the sake of developing or improving any personality traits, existing social experience, but for the sake of the desire of the majority of young people to satisfy their hedonistic needs. The hedonistic function of the game prevails over such functions as communicative, corrective, orienting, organizing, regulating, etc., stimulating the inclusion of young people in social beneficial species activities. The hedonization of the game is propagated by the media, reinforcing not only the narrowly selfish individualism of game forms, but also the thirst for gambling competitions, which are becoming more and more popular.
The modern post-industrial era has created new game forms, borrowed mainly from other countries and cultures, and therefore not in harmony with the traditions of Russian national culture. Game forms are becoming more and more frankly mass, spectacular, focused on contagion with a high level of emotionality, hedonization and excitement. Each of these new game forms brings its own game atmosphere, alien to the traditional domestic game culture. In games, a person is focused not on strict adherence to the rules, but on establishing corporate ties that give confidence in winning at the expense of others. The growing gaming and entertainment industry is fueling the hedonization trend of the game.
The hedonization of the game gives rise to contradictions between the natural nature of the game and the rules artificially implanted from outside; between the inherent freedom of the game and the need to obey other than in real life, standards and norms of behavior; between the player's own desire to act in accordance with moral norms and attitudes and an artificially created situation that causes the desire to act contrary to all the rules. Thus, it is possible to state with good reason about the obvious crisis of the modern game and game culture, leading to the degeneration of the game itself and its replacement by a game surrogate, alien to the traditions and values of national culture. The growing hedonistic orientation of gaming culture requires a change in the policy of the state in relation to culture as a whole. Now, more than ever, the problem of propaganda of various game forms focused on the development of the intellectual and creative potential of Russian youth, the realization of their natural abilities and inclinations, is acute. The new gaming culture that is currently being created should not be based on thoughtless, primitive copying of foreign analogues - modern science and practice are required to use their own, tested by ethno-cultural experience, gaming technologies that meet the interests and needs of the younger generation, as well as the interests of Russian national culture.
An analysis of modern children's play culture shows that it is increasingly accompanied by the phenomenon of risk. Risk becomes an attribute of social life and all social groups of people are equally exposed to it. The children's community and the life it lives are also linked with risk, but this risk has been transformed, transformed into a means of enjoying nerve-wracking stress and adrenaline rush. Forcing stress is the other side of the "comfort cost", however, this, reverse side games, young people are able to take
like a pleasure. Hence the conclusion: the higher the stress from risk, the more diverse the consumption of such game shows, the more "outrageous" stress, the more sophisticated the content of the proposed tests, the greater the need for a variety of competitions associated with risk.
At present, due to the insufficiency of traditional transmission, the special formation of play activity by adults is becoming more necessary, and modern pedagogy already has ideas about how to do this and can offer parents some “algorithms” of action.
The most significant alternative sources for children today are computer games, show business and TV. The values that computer games and the media preach are formed by producers, directors, media magnates, and computer game scriptwriters. They are artificial, because they exist only in the imagination of the authors, and in accordance with these values, only the characters of games and films make decisions.
The values of the world of parents turned out to be less significant for children than the values of the world of cinema and computer games. Parents stopped raising their children within the framework of traditional morality.
List of used sources and literature
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Venger L.A., Role-playing game and mental development of the child [Text] / L.A. Wenger // Game and personality development of a preschooler: Sat. scientific tr. - M.: Pedagogy, 1990. - S. 27-34.
Education of young children in a family and kindergarten. Collection of articles and documents [Text] / Ed. T.I. Overchuk. - St. Petersburg: "CHILDHOOD"
Vygotsky L.S. The game and its role in the mental development of the child [Text] / L.S. Vygodsky // Questions of psychology. -1966. - No. 6. - S. 27-36.
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Characteristics and development potential of the main activities
Game as an activity
The game - a form of activity in conditional situations aimed at recreating and assimilating social experience, fixed in socially fixed ways of carrying out objective actions, within science and culture.
The game- this is an activity that manifests itself in the ability of a person to transform reality. In the game, for the first time, a manifestation of the child's need to influence the world is formed.
Game actions- these are actions that are free from the operational and technical side, these are actions with meanings, they are pictorial in nature
The essence of the game is that it is not the result that is important in it, but the process itself, the process of experiences associated with game actions. Although the situations played out by the child are imaginary, the feelings experienced by him are real. The specificity of the game lies in the ability to form a positive attitude towards non-game activities and its psychological and pedagogical capabilities.
N. P. Anikeeva emphasizes that the central moment of children's play always becomes what is most important for them, that is, the content that meets the child's needs. Because of this, the same content acquires a different meaning in children of different ages.
Development of gaming activities
| Stage of development | Game type | Characteristic |
| Border of early childhood and preschool | Directing game | Objects used by the child are endowed with playful meaning |
| Role-playing game | The child imagines himself to be anyone (bunny, kitten, etc.) and anything (tree, bell, etc.) and acts accordingly | |
| Preschool | Role-playing game | Children take on the roles of adults and in a generalized form, in play conditions, reproduce the activities of adults and the relationship between them. |
| Role-playing game | Children play with each other or with a doll as with an ideal partner, who is also endowed with a role, and reproduce proper human roles and relationships. | |
| Game with rules | The role fades into the background and the main thing is the clear implementation of the rules of the game |
There are several types of games:
· individual game - represent a type of activity when one person is engaged in the game.
· group game- includes several participants.
· subject game - associated with the inclusion of any objects in the game activity of a person.
· role-playing game– in this game, children reproduce human relationships and roles.
· games with rules regulated by a certain system of rules of behavior of their participants.
· didactic games- this is a kind of games with rules, specially created by pedagogy for the purpose of teaching and educating children.
The relationships that develop between people in the game, as a rule, are artificial in the sense of the word that they are not taken seriously by others and are not the basis for conclusions about a person.
Play is especially important in the lives of children preschool and primary school age.
The game- a means of learning about the world around children and preparing them for learning and work.
The game has great educational value. It prepares the child for creative work, activity, life.
The structure of gaming activity:
The structure of the game can be divided into several elements.
1. Any game has topic- the area of reality that the child reproduces in the game; children play "family", "hospital", "canteen", "shop".
2. According to the theme is built plot, game script; Plots refer to a certain sequence of events played out in a game.
3. The third element in the structure of the game becomes role as a mandatory set of actions and rules for their implementation, as a simulation of real relationships that exist between people, but are not always accessible to the child in practical terms; roles are performed by children with the help of game actions: the “doctor” gives an injection to the “patient”, the “seller” weighs the “sausage” to the “buyer”, the “teacher” teaches
"students" "write", etc.
4. Game content- what the child identifies as the main point of the activity or relationship of adults. Children of different age groups, when playing with the same plot, introduce different content into it: for younger preschoolers, this is the repeated repetition of an action with an object (therefore, games can be called by the name of the action: “swing the doll” when playing “daughters - mother”, “treat the bear cub” when playing “to the hospital”, “cutting bread” when playing “to the canteen”, etc.); for the average, this is a simulation of the activities of adults and emotionally significant situations, fulfillment of the role; for seniors - compliance with the rules in the game.
5. game material and play space- toys and a variety of other items with which children play out the plot and roles.
6. Role-playing and real-life relationships- the former reflect the attitude to the plot and the role (specific manifestations of the characters), and the latter express the attitude to the quality and correctness of the performance of the role (they allow you to agree on the distribution of roles, the choice of game and are implemented in game "remarks" such as "you must do this", "you you write incorrectly”, etc.).
D.B. Elkonin singled out 4 levels of game development:
| Level | Game features |
| The first | the central content is the performance of actions with objects; roles are also determined by the nature of the actions, and the actions are monotonous. |
| Second | for the child, it is important that the game action correspond to reality; roles are called children; separation of functions is planned; the logic of actions is determined by the life sequence; an increase in the number of activities |
| Third | The main content of the game becomes the performance of the role; all actions flow from roles that are clearly delineated; the logic and nature of the actions are determined by the role taken; a specific role-playing speech appears; logic violation action is not allowed |
| Fourth | The main content is the performance of actions related to the attitude towards other people; speech is clearly role character; the child clearly sees one line of behavior throughout the game; actions are deployed in a clear sequence; rules are clearly defined; |
Development potential:
1) The game has a significant impact on the mental development of the child as a whole. Especially for the development of the motivational-required sphere, mental actions. The game also helps the child overcome cognitive and emotional egocentrism.
2) Play is not just a pastime, it is an important self-help resource.
3) Games for adults, especially those who have problems with Creativity, are simply necessary. If a person is aware of some difficulties in himself with the comfort of life and interaction with others, then you need to create conditions for yourself to play, find time, company, opportunities, because Games are one of the few really accessible self-help technologies.
Conclusions:
1. The game- this is such an activity in which social relations between people are recreated outside the conditions of directly utilitarian activity.
2. The problem of the game was dealt with : E.A. Pokrovsky, F. Buytendijk, U.M. Gelasser, F. Schiller, G. Spencer, W. Wundt, E.A. Arkin, F. Buytendijk, K. Groos, V. Stern, J. Piaget and other psychologists.
3. With the transition of society to a higher stage of development, the child is increasingly included in the productive activities of adults, thus increasing the period of childhood .
4. According to L.S. Vygotsky, the game is the leading type of activity of preschool age, where
- Essence of the game– fulfillment of desires, generalized affects
- In the game, the child takes on various roles of adults.
- The game requires action from the child
- Game is a source of development
5. D.B. Elkonin singled out 4 levels of game development, which differ in content, the significance of the role for the child, the presence of rules, and a number of other features.
6. The general path of development of obedience to the rule is as follows.
Olesya Borovikova
Game as a kind of human activity
1. The concept of gaming activities
Consider what is activity in general and play activity in particular. L. M. Fridman and I. Yu. Kulagina find: "under activities is understood as the activity of the subject, aimed at changing the world, at the production or generation of a certain objectified product of material or spiritual culture.
A. V. Petrovsky says that activity is internal(mental) and external (physical) activity human controlled by a conscious goal. Target activities- its focus on a certain result, certain knowledge, skills and abilities acquired in the process activities. All authors distinguish three main types activities: play, educational and labor. "Gaming activity is the simplest form of activity- a kind of reflection of life, a means of knowing the world around us. In an active game form, the child learns more deeply the phenomena of life, people's relationships.
concept « the game» includes a huge range of ideas, and different authors have their own way of interpreting this definition.
So, for example, according to D. G. Mead play is a process in which the child, imitating adults, perceives their values and attitudes and learns to play certain roles.
N. D. Ushinsky notes that « game - development of the soul» , and L. S. Vygotsky described the game as the first school of raising a child, as the arithmetic of social relations. There are original wordings of the term « the game» .
X. Hoagland believes that “understanding the atom is a childish the game compared to the understanding of children's play. One cannot but agree with the opinion of J. Kollarits that what: "an exact definition of the game is impossible, any search for such definitions must be qualified as "science games" the authors themselves.
Research into game theory began in the second half of the 19th century, and the most significant, in our opinion, are the works of K. Gross, G. Spencer, F. Boytendak, E. L. Pokrovsky, F. Schiller, F. Fröbel, K. Buhler and many others.
K. Gross in his works creates a theory of the emergence of the game as an exercise, training skills necessary man for life support.
G. Spencer's theory is based on the fact that the appearance of the game is associated with "too much power", which human does not waste in the process of its vital activity. This contradiction is refuted by the opinion of the German psychologist M. Lazors, who came to the conclusion that in order to restore one's strength expended in the process of labor activities, man is playing.
Many Soviet scientists in the 20-30s were also engaged in the development of game theory, as the most important means of comprehensive development and education human. But scientific research was mainly focused on the study of the game as a method of self-education.
If we turn to the deciphering of the concept « the game» , then the Russian encyclopedic dictionary of 1877 refers to round dance games, sports, gladiator fights, horse races and even demonstrations of animals in the circus.
In the Great Encyclopedia edited by S. Yuzhakov, the concept the game is defined as an occupation that has no practical purpose and is used for entertainment or amusement, as well as the practice of certain arts.
The most detailed definition of the concept « the game» gives V. I. Dal in his Explanatory Dictionary of the Living Great Russian Language. " The game. what play and what they play: fun, set in directions, and things that serve for it ".
Modern approaches to the concept « the game» considered in the works of E. Bern, I. Huizinga, A. Leontiev, D. Elkonin, I. Kohn, S. Shmakov, P. Ershov.
The creators of the theory of psychoanalysis identify three main motives that lead person to play. The first is the attraction to repetition, thereby indirectly identifying with the theory of exercises by K. Gross. The second is the desire for liberation, the removal of obstacles that fetter freedom, indicating the psychological-individual nature of the need for the game. And the third is determined by the desire to merge with the community and the surrounding world.
In published edition "Needs human» P. M. Ershov, published in 1990, the author proposes to consider the game as one of the transformations of the need inherent in all higher animals and man- needs for armament (auxiliary needs for the accumulation and improvement of the means to meet their needs.
A. N. Leontiev believes that the game- freedom of the individual in the imagination, "illusory realization of unrealizable interests". But no matter how various authors interpret the term « the game» , it has always been one of the leading forms of development of mental functions human and way of real knowledge of the world. Play is an activity, arising at a certain stage of ontogenesis and aimed at recreating and assimilating social experience, in which self-management of behavior is formed and improved.
An attempt to derive its definition in a wide variety of concepts « the game» , made by scientists of the 19th-20th centuries, is considered by us to be inappropriate, since it can simply replenish the terminological range. However, we will focus on a number of provisions that outline the boundaries of this phenomenon. (according to T. S. Bibartseva):
- the game there is a certain action: physical, emotional, intellectual, social or any other;
- the game triggered by an internal need for something or: rest, training, and so on, but without the energy charge of the motivational sphere the game cannot take place;
- the game is not only"school" communication, but also a school of interaction between specific players;
- the game- an optional and kind of irresponsible occupation, since it is always carried out not in a real, but in a conditional, deliberately fictional situation.
with the term « the game» closely related term "playing activity» . AT human practice play activity occupies a leading place, especially in childhood, and it has such functions as how: entertaining, socio-cultural, diagnostic, correctional, communicative, socializing, educational, cognitive, self-realization, game therapy. The last of the above plays of no small importance, as it helps to overcome various difficulties that arise in other types of human activity.
Considering that the game activity is always voluntary and includes elements of competition and opportunities for self-realization, to the structure of the game as activities include goal setting and implementation, planning, analysis of results. gaming activity is an important means of mastering various life situations. In the course of the game, not only are abilities realized and stimulated human, but the consciousness is also activated, the subconscious is liberated. It is the game activity contributes to the rapid assimilation and consolidation of information used in the game. It is no coincidence that recently role-playing and business games used in the educational process.
Thus, to the main characteristics of the gaming activities can be attributed: accessibility, activity, progressiveness, competitiveness, emotional elation, adaptability, improvisation, voluntariness, creativity, pleasure.
2. Types of gaming activities
Since the game activity- this is the natural need of the child, which is based on the intuitive imitation of adults. The game necessary to prepare the younger generation for work, it can become one of the active methods of training and education.
Games can be divided according to the age characteristics of children:
1) games of preschool children.
Leading activities preschool child is the game. Arising on the border of early childhood and preschool age, role-playing the game intensively develops and reaches in the second half of its top level. In play, the role is the mediating link between the child and the rule. Assuming a role makes it much easier for a child to follow the rules.
The content of the games of children of the third and fourth years of life is diverse. A large place is occupied by mobile games (catch-up, hide-and-seek, manipulative with objects). (moving objects rolling toys). Children are very fond of playing with sand and water; by the fourth year of life, children not only make senseless movements with building material, but also try to construct something. In the third year of life, the desire of children for collective games.
In the middle preschool age, children begin to predominate in creative storytelling. the game, moreover, both the plots, or themes of these games, and their content (action that reveals the plot) become more and more diverse, reproducing the phenomena of everyday, industrial, social life, as well as the material of fairy tales and stories.
By the age of 6-7, due to the accumulation of life experience, the development of new and relatively more stable interests, imagination and thinking, children's games become more meaningful and more complicated in their form.
Often the plots of children are the events of school life, that is, the game"to school", being a close perspective of older preschoolers.
2) games of children of primary school age
At the age of 6-7 years, the child begins a period of change of the leading type activities- the transition from the game to directed teaching (with D. B. Elkonin - "crisis 7 years"). Therefore, when organizing the daily routine and training activities of younger schoolchildren, it is necessary to create conditions conducive to a flexible transition from one leading type activity to another. Solving this problem, one can resort to the widespread use of the game in the educational process. (cognitive and didactic games) and during rest.
At primary school age, role-playing games continue to occupy a large place. They are characterized by the fact that playing, a schoolboy, takes on a certain role and performs actions in an imaginary situation, recreating the actions of a particular human. so roleplaying the game acts as a means of self-education of the child.
educational value story games in younger schoolchildren, it is fixed in the fact that they serve as a means of knowing reality, creating a team, educating curiosity and forming strong-willed feelings of the individual.
At this age, outdoor games are common. Children with pleasure play with the ball, run, climb, that is, those games that require quick reactions, strength, dexterity. Such games usually there are elements of competition, which is very attractive to children.
Children of this age show an interest in board games. games as well as didactic and educational. They have the following elements activities Keywords: game task, game motives, educational problem solving.
Didactic games can be used to improve the performance of first grade students.
Throughout primary school age in children's games significant changes: playing interests become more stable, toys lose their attractiveness for children, sports and constructive games begin to come to the fore. The game is gradually given less time, as reading, going to the cinema, and television begin to occupy a large place in the leisure of the younger student.
Pedagogically well organized the game mobilizes the mental capabilities of children, develops organizational skills, instills skills of self-discipline, brings joy from joint actions.
3) the games of teenage children
This age is often called "difficult", transitional. The peculiarity of the social situation of the development of a teenager is that he is included in new system relationships and communication with adults and peers, taking a new place among them, performing new functions. At this age, the need for communication with peers and the need for self-affirmation become the dominant need.
In order to gradually move from childhood to adulthood, a special transitional form is needed. life of teenagers.
gaming activity teenagers different from play activities children of primary school age. Apparently, by the fact that in it he does not act exactly as he can and knows how, but in new conditions he reveals his possibilities, previously unclaimed. The game offers new conditions for a teenager, not a game for adults.
A large place in adolescence is occupied by sport games. They are attractive to students of this age for their sharpness and combat focus, the opportunity to show their physical qualities as well as willpower.
In the gaming activities In adolescents, ingenuity, orientation, and courage come to the fore. A teenager shows increased requirements for strict observance of the rules of the game and for the quality of the game. activities, he wants not only play, but to master "skill" games, i.e., to develop in the game the skills necessary for it, to develop certain personal qualities.
Some teens are more into building games, such as construction games.
However, these meaningful games do not exhaust all the educational possibilities of the game. activities that can be used with teenagers.
4) training games for older teenagers
Game training is conditionally called a system of game exercises for teaching communication. Its purpose is psychotherapeutic. These games are played in a special way. The main thing here is which setting in each game exercise gives the leader.
In view of the fact that older adolescents are very interested in their personality, it is possible to organize "psychological games". The purpose of the training should be formulated directly to schoolchildren, for example, to learn to understand other people, evaluate, understand, overcome and reveal oneself.
There are different types games: mobile, didactic, games - dramatization, constructive.
In early childhood, elements of a role-playing game arise and begin to form. In a role-playing game, children satisfy their desire for a life together with adults and, in a special, playful way, reproduce relationships and work. activities of adults.
Leontiev A. N., D. B. Elkonin, A. V. Zaporozhets called the role-playing game leading activities preschool child. role-playing the game arises and exists in connection with other types of child practices: primarily with observations of life around, listening to stories and talking with adults.
Role-playing the game It consists in the reproduction by children of the actions of adults and the relationships between them. That is, in the game, the child models adults, their relationships.
In addition to this type of game, a preschooler masters games with rules that contribute to the intellectual development of the child, the improvement of basic movements and motor qualities.
There are three classes of games in preschool age:
- games initiated by the child - amateur games;
- games that arise at the initiative of an adult who introduces them for educational and educational purposes;
- games coming from the historically established traditions of the ethnic group - folk games that can arise both at the initiative of an adult and older children.
Each of the listed classes of games, in turn, is represented by species and subspecies. So, in the composition of the first class are included:
Creative role-playing games. concept "creative the game» covers role-playing games, dramatization games, construction and constructive games.
Role-playing the game- This is the main type of play for a preschool child. It has the main features games: emotional saturation and enthusiasm of children, independence, activity, creativity.
Drama games. They have the main features of creative games: the presence of a plan, a combination of role-playing and real actions and relationships and other elements of an imaginary situation. Games are built on the basis of literary works: the plot of the game, the roles, the actions of the characters and their speech are determined by the text of the work. The game dramatization has a great influence on the child's speech.
Construction and constructive games are a kind of creative game. In them, children reflect their knowledge and impressions about the world around them. In building and construction games items are replaced others: buildings are built from specially created building materials and designers or from natural material (sand, snow).
In preschool pedagogy, it is customary to divide games with ready-made content and rules into didactic, mobile and musical ones.
Didactic games are a kind of games with rules specially created by a pedagogical school for the purpose of teaching and educating children. Didactic games are aimed at solving specific problems in teaching children, but at the same time, the educational and developmental influence of the game appears in them. activities.
Outdoor games. They are based on a variety of movements - walking, running, jumping, climbing, etc. Outdoor games satisfy the growing child's need for movement, contribute to the accumulation of a variety of motor experience.
Traditional or folk games. Historically, they underlie many games related to learning and leisure. The object environment of folk games is also traditional, they themselves, and are more often presented in museums, and not in children's groups. Studies conducted in recent years have shown that folk games contribute to the formation of universal generic and mental abilities in children. human(sensory-motor coordination, arbitrariness of behavior, the symbolic function of thinking, and others, as well as the most important features of the psychology of the ethnic group that created the game.
Having studied the classifications and characteristics of the main types of games, we can conclude that the game activity is an integral part of personality development.
3. Functions and meaning of gaming activities in a person's life
Game is a special kind of human activity. It arises in response to the social need to prepare the younger generation for life.
For games to become a true organizer of people's lives, their active activities, their interests and needs, it is necessary that in the practice of education there be a richness and variety of games. Children's life can be interesting and meaningful if children have the opportunity play different games , constantly replenish your gaming baggage.
Each individual type of game has numerous options. Children are very creative. They complicate and simplify well-known games, come up with new rules and details. They are not passive towards games. For them it is always creative inventive activity.
Children's games for the entire period of the Soviet formation were not collected, not generalized, which means they were not classified. The well-known psychologist A.N. Leontiev is right, asserting: "... in order to approach the analysis of a specific game child's activities, you need to take the path of a non-formal list of those games that he plays but to penetrate into their real psychology, into the meaning of play for the child. Only then will the development of play emerge for us in its true inner content.
Children's games are characterized by the following features:
1. the game is a form of active reflection by the child of the people around him;
2. distinctive feature play is also the very way that the child uses in this activities;
3. the game, like any other human activity, has a public character, so it changes with the change in the historical conditions of people's lives;
4. the game is a form of creative reflection by the child of reality;
5. the game there is the operation of knowledge, a means of refinement and enrichment, the path of exercises, and hence the development of the cognitive and moral abilities and forces of the child;
6. Expanded the game is a collective activity;
7. diversifying children, herself the game also changes and develops.
The game as a function of culture, along with labor and learning, is one of the main types of human activities. G. K. Selevko defines the game as a “kind of activities in situations aimed at recreating and assimilating social experience, in which self-management of behavior is formed and improved.
Most researchers agree that in the life of people the game performs such important functions how:
1. entertaining (the main function of the game is to entertain, give pleasure, inspire, arouse interest);
2. communicative: mastering the dialectics of communication;
3. for self-realization in the game as on "polygon human practice» ;
4. therapeutic: overcoming various difficulties encountered in other sports vital activity;
5. diagnostic: identification of deviations from normative behavior, self-knowledge during the game;
6. corrective: making positive changes in the structure of personal indicators;
7. international communication: the assimilation of socio-cultural values that are common to all people;
8. socialization: inclusion in the system of social relations, assimilation of norms human hostel.
In this way, the game accompanies the development human, starting almost from his first steps, when he differs from higher animals only in his unrealized inclinations, to the heights of his purely human activity. But accompanying man all the way, the game does not always occupy the same place in his needs. The role of play increases from early childhood to youth and maturity. Here the need for armament is usually dominant. Further the game gradually gives way to other transformations of the same need for armament, sometimes competing with them more or less successfully for some time. But when these other transformations successfully fulfill their role, the game gaining strength again leisure arises! It is now that the kinship between play and artistic creation emerges. The artist, armed with mastery, creates, playing; high acting art is not only conditionally called a game, but in its improvisational essence it is really like a game. Stanislavsky likened it even to a child's game.
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Game (I.), game activity (English play) is one of the types of human and animal activity. Children's I. - history. a type of activity that has arisen, consisting in the reproduction by children of the actions of adults and the relations between them in a special conditional form. I. (according to the definition of A. N. Leontiev) is the leading activity of a preschool child, that is, such an activity due to which the most important changes occur in the child's psyche and within which mental development develops. processes that prepare the child's transition to a new, higher stage of his development.
Center. a question of the theory of children's I. is question about her history. origin. D. B. Elkonin showed that I. and, above all, I. role-playing arises in the course of history. development of society as a result of a change in the place of the child in the system of societies. relations.
Data on the development and life of the child and his games at the early stages of the development of society are extremely poor. Only in the 1930s. there were special studies by M. Mead on the children of the tribes of New Guinea, in which there are materials about the way of life of children and their games. Data that are scattered across countless ethnographers., anthropopol. and geographer. descriptions are extremely sketchy and fragmentary.
It is impossible to accurately determine the history. the moment when the role-playing game first appears. In the early stages of human development society when it produces. forces were still at a primitive level and society could not feed its children, and tools were allowed directly, without any special. training to include children in the work of adults, there was no special. exercises in mastering the tools of labor, let alone role-playing. Children entered the life of adults, mastered the tools of labor and all relations, taking a direct part in the work of adults.
At a higher degree of development, the inclusion of children in the most important areas of work. activities required special training in the form of mastering the simplest tools of labor. Such mastery of labor tools began at a very early age and took place on tools that were smaller in shape. Special exercises arose with these reduced tools. Adults showed the children patterns of actions with them and followed the course of mastering these actions. After a period of mastering these tools, which varied depending on the complexity, the children were included in the production. adult labor. Only very conditionally, these exercises can be. called games.
Further development of the island, the complication of tools, the appearance of house elements. crafts, the emergence on this basis of more complex forms of division of labor and new industries. relationships leads to the fact that the possibility of including children in produces. work becomes even more difficult. Exercises with reduced tools become meaningless, and the mastery of more complicated tools is pushed back to later ages. At this stage of development, 2 changes occur simultaneously in the x-re of education and the process of forming the child as a member of society. 1) find out some common. abilities necessary for mastering any tools (development of visual-motor coordination, small and precise movements, dexterity, etc.), and society creates special objects for the exercise of these qualities. These are either degraded, simplified and reduced tools that have lost their original functions, or even special. items made by adults for children. Adults show children how to act with these toys. 2) a symbol appears. a toy. With her help, children recreate those areas of life and space in which they are not yet included, but which they aspire to.
Thus, a role-playing game arises in the course of history. development of society as a result of a change in the place of the child in the system of societies. relations. Together with the emergence of role play, a new period in the development of the child arises, which is called the preschool period of development. There is a peculiar period when children are left to their own devices. Children's communities are emerging in which children live, albeit freed from worries about their own food, but organically connected with the life of society. In these children's communities, the game begins to dominate.
