Types of games. Classification of games. Characteristics of the main types of games Different types of games and the course of the game
"types of gamesand their role in life,EDUCATIONand learning
childrenJUNIOR preschool age "
The game occupies a strong place in the system of physical, moral, labor and aesthetic education of preschoolers. It activates the child, increases its vitality, satisfies personal interests and social needs. Considering the invaluable role of play in the life of preschoolers, I would like to dwell on this issue in more detail.
The problem of the game is widely covered in scientific and methodological literature (in the works of D.V. Mendzheritskaya, D.B. Elkonin, L.S. Vygotsky, L.P. Usova, A.I. Sorokina, R.I. Zhukovskaya, L.V. Artyomova and other authors - classics)
The personal qualities of a child are formed in vigorous activity, and above all in the one that becomes the leading one at each age stage, determines his interests, attitude to reality, especially relationships with people around him. In to school age play is such a leading activity. Already at the early and younger age levels, it is in the game that children have the greatest opportunity to be independent, to communicate with their peers at will, to 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 focus of the game on the formation of behavior, relationships between children, on the education of an active position. The game gradually develops purposefulness of actions. If in the second and third years of life children begin to play without thinking, and the choice of the game is determined by the toy that caught their eye, by imitation of their comrades, then later children are taught to set goals in construction games, and then in games with toys. In the fourth year of life, a child is able to go from thought to action, i.e. is able to determine what he wants to play, who he will be. But even at this age, children often have an interest in action, which is why the goal is sometimes forgotten. However, already at this age, children can be taught not only to deliberately choose a game, set a goal, but also distribute roles. At first, the prospect of the game is short - arrange a Christmas tree for the dolls, take them to the country. It is important that the imagination of each child be directed towards the realization of this goal. Under the guidance of the educator, children gradually learn to determine a certain sequence of actions, to outline the general course of the game.
The development of game creativity is also reflected in the way in which different impressions of life are combined into the content of the game. In the fourth year of life, children can be observed that they combine different events in the game, and sometimes include episodes from fairy tales, mostly those that they were shown in the game. puppet theater. For children of this age, new, vivid visual impressions are important, which are included in old games. The reflection of life in the game, the repetition of life impressions in different combinations helps the formation of general ideas, makes it easier for the child to understand the connection between different phenomena of life.
Conventionally, there are several classes of games:
creative(games initiated by children);
didactic
(games initiated by adults with ready-made rules);
folk(created by the people)
Creative games make up the most saturated typical group of games for preschoolers. They are called creative because children independently determine the goal, content and rules of the game, most often depicting the surrounding life, human activities and relationships between people.
Creative games are essential for the overall development of the child. Through play actions, children seek to satisfy an active interest in the life around them, transform into adult heroes of works of art. Thus creating a game life, children believe in its truth, sincerely rejoice, grieve, worry
In order for the idea of the game to emerge, vivid, exciting impressions are needed. However, the emergence of an idea does not yet mean that the child is able to independently implement it in the game, since he still does not have the skills and abilities to independently plan his actions. But from a young age preschool age, the educator should develop game creativity in children. Creative play teaches children to think about how to implement a particular idea. AT creative play valuable qualities for the future student develop: activity, independence, self-organization.
Creative Games:
Plot - role-playing (with elements of labor, with elements of artistic and creative activity).
Theatrical activities (directing, games - dramatizations)
design
Story-role-playing creative game- the first test of social forces and their first test. A significant part of creative games is plot-role-playing games in “someone” or “into something”. Interest in creative role-playing games develops in children from 3 to 4 years old. The reflection of the surrounding reality by the child occurs in the process of his active life, by taking on a certain role, but he does not imitate completely, because he does not have real opportunities for actually performing the operations of the adopted role. This is due to the level of knowledge and skills, life experience at this age stage, as well as the ability to navigate in familiar and new situations. Therefore, in a creative plot-role-playing game, he performs symbolic actions (“as if”), replaces real objects with toys or conditionally those objects that he has, attributing to them the necessary functions (a stick is a “horse”, a sandbox is a “steamboat”, etc.). e.) Children depict people, animals, the work of a doctor, a hairdresser, a driver, etc. Realizing that the game is not real life, at the same time, kids really experience their roles, frankly show their attitude to life, their thoughts, feelings , perceiving the game as an important and responsible matter.
The structure of the role-playing game, according to D.B. Elkonin, includes the following components:
- The roles that children take on during the game.
- Game actions through which children realize the roles they have assumed and the relationships between them.
- Game use of objects, conditional substitution of real objects at the disposal of the child.
- The real relationship between playing children, expressed in a variety of remarks, through which the entire course of the game is regulated.
Saturated with vivid emotional experiences, the role-playing game leaves a deep imprint in the mind of the child, which will be indicated on his attitude to people, their work, and life in general. Under the influence of the enrichment of the content of games, the nature of the relationship between children changes. Their games become collaborative, based on a common interest in them; increases the level of children's relationships. For playing children, coordination of actions, a preliminary choice of a topic, a calmer distribution of roles and game material, and mutual assistance during the game become characteristic.
In addition, raising the level of role relationships helps to improve real relationships, provided that the role is performed on good level.
However, there is also a feedback role relationships become higher under the influence of successful, good relationships in the group. The child performs his role in the game much better if he feels. That the children trust him, treat him well. This leads to the conclusion about the importance of choosing partners, a positive assessment by the educator of the merits of each child, and programming the future role relationships of children.
Theatrical activity is one of the types of creative gaming activities that is associated with the perception of works of theatrical art and the image in game form received ideas, feelings, emotions. Lyubov Artyomova divides theatrical games depending on their type and specific plot-role content into 2 main groups: director's games and dramatization games.
AT director's game the child as a director and at the same time organizes a theatrical playing field in which actors and performers are puppets. In another case, the actors, screenwriters and directors are the children themselves, who during the game agree on who plays what role, what he does.
Dramatization Games are created according to a ready-made plot from a literary work or a theatrical performance. The game plan and sequence of actions is determined in advance. Such a game is more difficult for children than inheriting what they see in life, because you need to understand and feel the images of the characters, their behavior, remember the text of the work (sequence, deployment of actions, character replicas), this is the special meaning of games - dramatization - they help children better understand the idea of the work, feel its artistic value, positively affect the development of expressiveness of speech and movements.
Children's creativity is especially evident in drama games.
In order for children to be able to convey the appropriate image, they need to develop their imagination, learn to put themselves in the place of the heroes of the work, to be imbued with their feelings and experiences.
Children of four years old depict in games fairy tales not only shown, but also told. Dramatization games help children to better understand the idea of a work, to feel its artistic value, and contribute to the development of expressiveness of speech and movements. Children of the younger group in games with enthusiasm play out individual episodes of a fairy tale ("Rocked Hen", etc.), reincarnate in familiar animals (games: "The mother hen and chickens", "She-bear and cubs", etc.), but independently develop and beat the plots can not. Children only imitate them, copying them outwardly, without revealing the peculiarities of behavior. Therefore, it is important to teach children to follow the pattern: the chicks flap their wings, cubs walk heavily and clumsily.
In the classroom and in everyday life, you can play scenes from children's life - for example, with a doll or a bear cub. You can organize games on the themes of literary works: "Toys" by A. Barto, nursery rhymes, lullabies, etc. The teacher is an active participant in such games. He shows how diverse intonations, facial expressions, gestures, gait, movements can be. Children are also interested in games with imaginary objects, for example: “Imagine a ball, take it”, etc. The children have an interest in puppet, plane performances, in literary works, especially in fairy tales and nursery rhymes.
In the process of work, the kids develop imagination, speech, intonation, facial expressions, motor skills (gestures, gait, posture, movements) are formed. Children learn to combine movement and word in the role, develop a sense of partnership and creativity.
Another view - construction games. These creative games direct the child's attention to different types of construction, contribute to the acquisition of organizational design skills, and involve them in work activities. AT construction games ah, children's interest in the properties of the object, and the desire to learn how to work with it, is clearly manifested. The material for these games can be constructors of different types and sizes, natural material (sand, clay, cones, etc.), from which children create various things, according to their own design or on the instructions of the teacher. It is very important that the teacher helps the pupils to make the transition from aimless piling up of material to the creation of thoughtful buildings.
In the process construction games The child is actively and constantly creating something new. And he sees the results of his work. Kids should have enough building material, various designs and sizes.
Material for construction games:
Natural material (leaves, cones, snow, clay, sand)
Artificial material (mosaic, paper, modular blocks, constructors various kinds and sizes)
In younger groups, the teacher takes on the role of an organizer, an active participant in the game, gradually introducing a variety of shapes and sizes. Games with building materials develop the child's imagination, his constructive abilities, thinking, accustom him to concentrated hard work. They contribute to the culture of movements, orientation in space. Building material introduces geometric shapes, size, develops a sense of balance. Work must begin with simple buildings, gradually complicating them. Children who are not active in work should be united with those who love to build, and who make good buildings. It is necessary to establish links between building and story-role-playing games in order to maintain gaming setup, development of creative thought. To make games more exciting, you can arrange competitions for the speed of completing the task. Adults can also participate. At different times of the year, children are taught to work with natural material, showing how to work with it and developing their intent and imagination.
With all the variety of creative games, they have common features: children independently or with the help of an adult (especially in games - dramatizations) choose the theme of the game, develop its plot, distribute roles among themselves, choose the necessary toys. All this should take place under the conditions of tactful guidance of an adult, aimed at activating the initiative of children, developing their creative imagination.
Games with rules. These games provide an opportunity to systematically exercise children in the formation of certain habits in children, they are very important for physical and mental development, education of character and will. Without such games in kindergarten, it would be difficult to carry out educational work. Children learn games with rules from adults, from each other. Many of them are passed down from generation to generation, but when choosing a game, educators must take into account the requirements of the present.
Didactic games contribute mainly to the development of the mental abilities of children, since they contain a mental task, in the solution of which the meaning of the game is. They also contribute to the development of the senses, attention, logical thinking. A prerequisite for a didactic game is the rules, without which the activity becomes spontaneous.
In a well-designed game, it is the rules, not the teachers, that guide the children's behavior. The rules help all participants in the game to be and act in the same conditions (children receive a certain amount of material, determine the sequence of actions of the players, outline the circle of activities of each participant).
Didactic game It is a multifaceted, complex pedagogical phenomenon: it is both a game method of teaching preschool children, and a form of learning, and independent play activity, and a means of comprehensive education of a child.
The didactic game as a game teaching method is considered in two forms:
Games - classes;
Didactic (autodidactic) games.
In the game - lesson, the leading role belongs to the educator, who, in order to increase children's interest in the lesson:
Uses a variety of game techniques that create game situation;
Creates a game situation;
Uses various components of game activity;
Transfers certain knowledge to pupils;
Forms children's ideas about building a game plot, about a variety of game actions with objects, teaches them to play;
Creates conditions for the transfer of acquired knowledge and ideas into
Independent creative games.
The didactic game is used in teaching children, in various classes and outside of them (physical education, mental education, moral education, aesthetic education, labor education, communication development)
Types of didactic games:
Ø GAMES WITH OBJECTS;
Ø BOARD-PRINTED GAMES;
Ø WORD GAMES.
AT games with objects toys and real objects are used. Playing with them, children learn to compare, establish similarities and differences between objects. The value of these games is that with their help children get acquainted with the properties of objects and their characteristics: color, size, shape, quality. They solve problems for comparison, classification, establishing a sequence in solving problems. As children acquire new knowledge about the object environment, tasks in games become more difficult in determining the object by this feature (color, shape, quality, purpose, etc.), which is very important for the development of abstract, logical thinking. Children of the younger group are given objects that differ sharply from each other in properties, since kids still cannot find subtle differences between objects.
A variety of toys are widely used in didactic games. All toys are conditionally divided into five types.
Types of toys: ready-made toys (cars, dolls, etc.), folk toys, theatrical toys, semi-finished toys (cubes, pictures, constructors, building material), material for creating toys (sand, clay, ropes, twine, cardboard, plywood, wood, etc.)
Toys should be safe, interesting, attractive, bright but simple; they should not only attract the attention of the child, but also activate his thinking. All toys, regardless of their purpose, must be grouped so that they correspond to the growth of the child. So sitting at the table, it is more convenient for the baby to play with small toys, and for playing on the floor, larger toys are needed, commensurate with the growth of the child in a sitting and standing position.
In younger groups, when children have little imagination, teachers introduce kids to toys and show options for their use. Toys are the primary organizing principle in creative games, therefore, in the younger groups there should be more toys, their assortment is more diverse (in several copies), since children of this age are prone to imitate.
Board - printed games- an interesting activity for children. They are diverse in type: paired pictures, lotto, etc. The developmental tasks that are solved when using them are also different.
word games built on the words and actions of the players. In such games, children learn, based on their existing ideas about objects, to deepen their knowledge about them, since these games require the use of previously acquired knowledge in new connections, in new circumstances. Children independently solve various mental tasks; describe objects, highlighting their characteristic features; guess by description; find signs of similarities and differences; group objects according to various properties, characteristics; find alogisms in judgments, etc.
In the younger groups, games with words are mainly aimed at developing speech, educating the correct sound pronunciation, consolidating and activating the vocabulary, and developing the correct orientation in space.
With the help of word games, children are brought up with a desire to engage in mental work. In the game, the process of thinking itself proceeds more actively, the child overcomes the difficulties of mental work easily, without noticing that he is being taught.
When organizing didactic games for children, it should be borne in mind that from the age of 3-4 the child becomes more active, his actions are more complex and diverse, his desire to assert himself increases; but at the same time, the attention of the baby is still unstable, he is quickly distracted. The solution of the problem in didactic games requires from him greater than in other games, stability of attention, enhanced mental activity. Hence, certain difficulties arise for a small child. You can overcome them through entertainment in learning, i.e. the use of didactic games that increase the child's interest in classes, and, above all, a didactic toy that attracts attention with brightness, interesting content. It is important to combine the mental task in the game with the active actions and movements of the child himself.
The game not only reveals the individual abilities, personal qualities of the child, but also forms certain personality traits. The game method gives the greatest effect with a skillful combination of play and learning.
Outdoor games important for the physical education of preschoolers, because they contribute to their harmonious development, satisfy the need of kids for movements, contribute to the enrichment of their motor experience. Mobile games are : running, jumping, rebuilding, catching, throwing, climbing.
According to the method of E. Vilchkovsky, two types of outdoor games are carried out with children of preschool age - story games and game exercises(non-story games)
The basis story-driven games the experience of the child, his representations by movements characteristic of this or that image, is put. The movements that children perform during the game are closely related to the plot. Most story games are collective, in which the child learns to coordinate his actions with the actions of others about the world around him (the actions of people, animals, birds), which he displays the players, not to be capricious, to act in an organized manner, as required by the rules.
Game exercises are characterized by the specificity of motor tasks, in accordance with age characteristics and physical training children. If in story-based mobile games the main attention of the players is directed to the creation of images, the achievement specific purpose, the exact implementation of the rules, which often leads to ignoring the clarity in the execution of movements, then during execution game exercises preschoolers must flawlessly perform basic movements.
Folk games - these are games that came to us from very ancient times and were built taking into account ethnic characteristics. They are an integral part of a child's life in modern society, which makes it possible to learn universal human values. The developing potential of these games is provided not only by the presence of appropriate toys, but also by a special creative aura that an adult must create.
Folk games as a way of raising children were highly appreciated by K.D.Ushinsky, E.M.Vodovozova, E.I.Tikheeva, P.F.Lesgaft. Ushinsky emphasized the pronounced pedagogical orientation of folk games. In his opinion, each folk game contains accessible forms of learning, it encourages children to play actions, communicate with adults. A characteristic feature of folk games is educational content, which is served in a playful way.
It is hard to overestimate the huge role that national games play in the physical and moral education of children. Since ancient times, games have been not only a form of leisure and entertainment. Thanks to them, such qualities as restraint, attentiveness, perseverance, organization were formed; strength, agility, speed, endurance and flexibility developed. The goal is achieved through a variety of movements: walking, jumping, running, throwing, etc.
The folk game reflects the life of people, their way of life, national traditions, they contribute to the upbringing of honor, courage, masculinity ... There are individual, collective, plot, household, seasonal - ritual, theatrical games, games - traps, games of fun, games - attractions.
The specificity of folk games is their dynamism. They necessarily contain a game action that encourages the child to be active: either to simple inheritance of actions in the text, or to perform a set of actions in a round dance.
In their structure, most folk games are simple, one-dimensional, complete; in them the word is combined into a single whole. Movement, song.
When familiarizing Russian-speaking children in our region with Ukrainian folk games, it is necessary to take into account the age, physical and psychophysiological characteristics of the development of children, clearly indicating the goal that the game has. For children of primary preschool age, whose experience is very small, Ukrainian outdoor games of a plot nature with elementary rules and a simple structure are recommended. In the second younger group, children have access to mobile dance games: “Chicken - chubarochka”, “Kizonka”, “Where are our hands?”, etc.
Folk games should take an appropriate place in the system of upbringing and education of children in the Donetsk Russian-speaking region Ukrainian language introducing them to the origins of national culture and spirituality.
The game, according to P. Lesgaft, is a means by which children show their independence during the distribution of roles and actions during the game. The child lives in the game. And the task of teachers is to become a guiding and connecting link in the child-game chain, tactfully supporting the leadership to enrich gaming experience kids.
Introduction
Preschool childhood is a long period of a child's life. The conditions of life at this time are rapidly expanding: the framework of the family is moving apart to the limits of the street, city, country. The child discovers the world of human relations, various activities and social functions of people. He feels a strong desire to get involved in this adult life, to actively participate in it, which, of course, is still inaccessible to him. In addition, he strives no less strongly for independence. From this contradiction, a role-playing game is born - an independent activity of children, simulating the life of adults.
The whole life of a preschooler is connected with the game. Mastering the things around him, relationships between people, understanding the meanings that social life carries, the work and duties of adults - he gets to know all this while playing, imagining himself in the role of mom, dad, and so on.
The study of the development of children shows that in the game more effectively than in other types of activity, all mental processes develop.
L. S. Vygotsky, considering the role of play in mental development child, noted that in connection with the transition to school, the game not only does not disappear, but, on the contrary, it permeates all the activities of the student.
The game is the most mastered activity for kids. In it, they draw models for solving new life problems that arise in cognition, in work.
At preschool age, the game becomes the leading activity, but not because the modern child, as a rule, spends most of his time in entertaining games - the game causes qualitative changes in the child's psyche.
In play activity, the preschooler not only replaces objects, but also takes on a particular role and begins to act in accordance with this role. Most often, he depicts adults: mom, dad, driver, pilot. In the game, the child for the first time discovers the relationships that exist between people in the course of their work, their rights and obligations.
Purpose: to reveal the importance of the game for the mental development of the child.
Tasks: 1. Analyze the literature on this topic;
2. Summarize the results obtained.
Meaning and types of games
Game activity is a natural need of the child, which is based on the intuitive imitation of adults. The game is necessary to prepare the younger generation for work, it can become one of the active methods of training and education.
Game is a special kind of human activity. It arises in response to the social need to prepare the younger generation for life.
In order for games to become a true organizer of people's lives, their activities, their interests and needs, it is necessary that there be a richness and variety of games in the practice of education. Children's life can be interesting and meaningful if children have the opportunity to play different games, constantly replenish your gaming luggage.
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. This is always creative inventive activity for them.
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 was right when he stated: “... in order to approach the analysis of a child’s specific play activity, one must take the path not of a formal list of the 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.
The most common game theories in the 19th and 20th centuries are:
K. Gross believed that the game is the unconscious preparation of the young organism for life.
K. Schiller, G. Spencer explained the game as a simple waste of excess energy accumulated by the child. It is not spent on labor and therefore is expressed in game actions.
K. Buhler emphasized the usual enthusiasm with which children play, argued that the whole point of the game lies in the pleasure that it gives to the child.
Z. Freud believed that the child is motivated to play by a sense of his own inferiority.
Although the given explanations of the game seem to be different, however, all these authors argue that the basis of the game is the instinctive, biological needs of the child: his drives and desires.
Russian and Soviet scientists have a fundamentally different approach to explaining the game:
A. I. Sikorsky, P. F. Kapterev, P. F. Lesgat, K. D. Ushinsky speak in favor of the originality of the game as a truly human activity.
N. K. Krupskaya, A. S. Makarenko, and then many teachers and psychologists deepened the analysis of the game and strictly scientifically explained this peculiar children's activity.
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. A distinctive feature of the game is the very way that the child uses in this activity
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
4. the game is a form of creative reflection of reality by the child.
5. the game is the operation of knowledge, a means of refinement and enrichment, a way of exercises, and hence the development of the cognitive and moral abilities and forces of the child.
6. in expanded form, the game is a collective activity
7. By diversifying children, the game itself also changes and develops.
There are different types of 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 the relationships and work activities of adults.
A. N. Leontiev, D. B. Elkonin, A. V. Zaporozhets called the role-playing game the leading activity of a preschool child. Role play arises and exists in connection with other types of children's practice: primarily with observations of the surrounding life, listening to stories and conversations with adults.
D. B. Elkonin, based on the analysis of ethnographic studies, came to the conclusion that the role-playing game arose in the course of the historical development of society, as a result of a change in the place of the child in the system of social relations, that is, it is social in origin. The appearance of the game is not connected with the action of some innate, instinctive forces, but with certain conditions of the child's life in society. Childhood lengthened, and along with the emergence of role-playing, a new stage in the mental development of the child arose - preschool age. D. B. Elkonin emphasized that the lengthening of childhood does not occur by building a new period over the existing one, but by a kind of wedge-in.
The game is social not only in origin, but also in its content. All researchers describing the role-playing game pointed out that it is greatly influenced by the reality surrounding the child, that the plots of children's games are determined by the social, domestic, family conditions of the child's life.
Plot-role-playing game consists in the reproduction by children of the actions of adults and the relationship between them. That is, in the game, the child models adults, their relationships.
The role-playing game arises at the border of early and preschool ages and reaches its peak in the middle of preschool childhood.
D. B. Elkonin singled out such components in the structure of the plot-role-playing game as the plot - that sphere of reality that is reflected in the game;
Those moments in the activities and relationships of adults that the child reproduces constitute the content of the game;
Development game action, roles and rules of the game occurs throughout preschool childhood along the following lines: from games with a detailed system of actions and roles and rules hidden behind them - to games with a collapsed system of actions, with clearly defined roles, but hidden rules - and, finally, to games with open rules and hidden roles behind them. D. B. Elkonin showed that the central component of the role-playing game is the role - the way of people's behavior in various situations that corresponds to the norms and rules accepted in society.
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.
Thus, the game changes and reaches by the end of preschool age high level development. There are two main phases or stages in the development of the game. The first stage (3-5 years) is characterized by the reproduction of the logic of people's real actions; the content of the game are objective actions. At the second stage (5 - 7 years), real relations between people are modeled, and the content of the game becomes social relations, the social meaning of the activity of an adult.
Children's games is a heterogeneous phenomenon. Due to the diversity of these games, it is difficult to determine the initial grounds for their classification. So, F. Froebel, being the first among teachers who put forward the position on the game as a special means of education, based his classification on the principle of the differentiated influence of games on the development of the mind (mental games), external sensory organs ( sensory games), movements (motor games). The German psychologist K. Gross also characterizes the types of games in terms of their pedagogical significance. Mobile, mental, sensory games that develop the will are classified by him as “games of ordinary functions”. The second group of games according to his classification are "games of special functions". They are exercises to improve instincts (family games, games of hunting, marriage, etc.).
P.F. Lesgaft divided children's games into two groups: imitative (imitative) and mobile (games with rules). Later N.K. Krupskaya called the games, divided according to the same principle, a little differently: creative (invented by the children themselves) and games with rules.
In recent years, the problem of classifying children's games has again begun to attract close attention of scientists. C.J.I. Novikova developed and presented in the program "Origins" a new classification of children's games. It is based on the principle of the initiative of the organizer (child or adult).
There are three classes of games.
1. Independent games (game-experimentation, plot-display, plot-role-playing, directing, theatrical).
2. Games that arise on the initiative of an adult who introduces them for educational and educational purposes (educational games: didactic, plot-didactic, mobile; leisure games: fun games, entertainment games, intellectual, festive carnival, theatrical and staged) .
3. Games coming from the historically established traditions of the ethnic group (folk), which can arise on the initiative of both adults and older children: traditional, or folk (historically, they underlie many games related to educational and leisure).
Another classification of children's games was given by O.S. Gazman. It highlights outdoor games, role-playing games, computer games, didactic games, travel games, task games, guessing games, puzzle games, conversation games.
In our opinion, the most developed and detailed is the classification of games by S.A. Shmakov. He took human activity as a basis and identified the following types of games:
1. Physical and psychological games and trainings:
Motor (sports, mobile, motor);
ecstatic;
Impromptu games and entertainment;
Therapeutic games (game therapy).
2. Intellectual and creative games:
Subject fun;
Story-intellectual games;
Didactic games (subject-based, educational, cognitive);
Construction;
Labor;
Technical;
Design;
Electronic;
Computer;
Automatic games;
Game teaching methods.
3. Social games:
Creative plot-role-playing (imitative, directing, dramatization games, dream games);
Business games (organizational-activity, organizational-communicative, organizational-thinking, role-playing, simulation).
G. Kraig describes the most typical children's games.
Sensory games. The goal is to acquire sensory experience. Children examine objects, play with sand and sculpt Easter cakes, splash in the water. Through this, children learn about the properties of things. The physical and sensory abilities of the child develop.
motor games. The goal is the awareness of one's physical "I", the formation of a body culture. Children run, jump, can repeat the same actions for a long time. Motor games give an emotional charge, contribute to the development of motor skills.
romp game. The goal is physical exercise, stress relief, learning to manage emotions and feelings. Children love fights, make-believe fights, knowing perfectly well the difference between a real fight and a make-believe fight.
language games. The goal is to structure your life with the help of language, experimenting and mastering the rhythmic structure of the melody of the language. Games with words allow the child to master grammar, use the rules of linguistics, and master the semantic nuances of speech.
Role playing and simulations. The goal is to get acquainted with the social relations, norms and traditions inherent in the culture in which the child lives, and their development. Children play different roles and situations: they play mother-daughters, copy their parents, portray the driver. They not only imitate the features of someone's behavior, but also fantasize, complete the situation in their imagination.
The listed types of games do not exhaust the entire range of gaming techniques, however, as it is correctly emphasized, in practice these games are most often used, either in their “pure form” or in combination with other types of games.
D.B. Elkonin singled out the following functions of gaming activity:
Means of development of the motivational-need sphere;
means of knowledge;
Means of development of mental actions;
A means of developing voluntary behavior. There are also such functions of the game as educational, developing, relaxation, psychological, educational.
1. Functions of self-realization of the child. The game is a field for the child in which he can realize himself as a person. The process itself is important here, and not the result of the game, since it is it that is the space for the child's self-realization. The game allows children to get acquainted with a wide range of different areas of human practice and form a project for the removal of specific life difficulties. It is not only implemented within the framework of a specific playground, but also included in the context of human experience, which allows children to learn and master the cultural and social environment.
2. Communicative function. The game is a communicative activity carried out according to the rules. She introduces the child into human relationships. It forms the relationship that develops between the players. The experience that the child receives in the game is generalized and then implemented in real interaction.
3. Diagnostic function. The game is predictive, it is more diagnostic than any other activity, since in itself there is a field for children's self-expression. This function is especially important, since survey methods and tests are difficult to apply in working with children. More adequate for them is the creation of game experimental situations. In the game, the child expresses himself and expresses himself, therefore, watching her, you can see his characteristic personality traits, behavioral features.
4. Therapeutic function. The game acts as a means of autopsychotherapy of the child. In play, the child can go back to traumatic experiences in his life or to circumstances in which he did not succeed, and in a safe environment, re-enact what hurt him, upset him or frightened him.
Children themselves use games as a means of relieving fears and emotional stress. For example, various counting rhymes, teasers, horror stories, on the one hand, act as carriers of the cultural traditions of society, on the other hand, they are a powerful means of manifesting emotional and physical stress. Assessing the therapeutic value of children's play, D.B. Elkonin wrote: “The effect of play therapy is determined by the practice of new social relations that a child receives in a role-playing game ... Relationships in which the game puts the child both with an adult and with a peer, relations of freedom and cooperation, instead of relations of coercion and aggression, lead to ultimately to a therapeutic effect.
5. Correction function, which is close to therapeutic function. Some authors combine them, emphasizing the corrective and therapeutic possibilities of play methods, others separate them, considering the therapeutic function of play as an opportunity to achieve profound changes in the child's personality, and the corrective function as a transformation of behavior types and interaction skills. Along with teaching children communication skills in the game, you can form a positive attitude of the child towards himself.
6. Entertaining function. The entertainment possibilities of the game attract the child to participate in it. The game is a finely organized cultural space of the child, in which he goes from entertainment to development. The game as entertainment can contribute to good health, helps to establish positive relationships between people, gives overall satisfaction with life, relieves mental overload.
7. Function of realization of tasks of age. For a preschooler and a younger schoolchild, the game creates opportunities for emotional response to difficulties. For teenagers, play is a space for building relationships. For older students, the perception of the game as a psychological opportunity is typical.
The presence of a large number of functions implies an objective need to include games and elements of gaming activities in educational and extracurricular processes. At present, even a whole direction has appeared in pedagogical science - game pedagogy, which considers the game to be the leading method of teaching and educating children.
The game is the leading activity only in preschool age. According to the figurative expression of D.B. Elkonin, the game itself contains its own death: it gives rise to the need for a real, serious, socially significant and socially valued activity, which becomes the most important prerequisite for the transition to learning. At the same time, throughout all the years of schooling, the game does not lose its role, and especially at the beginning of primary school age. During this period, the content and direction of the game change. Games with rules and didactic games begin to occupy a large place. In them, the child learns to subordinate his behavior to the rules, his movements, attention, ability to concentrate are formed, that is, abilities that are especially important for successful schooling are developed.
As shown in the literature, children's games can be classified in various ways. Within the framework of psychological and pedagogical research, various classifications of games are distinguished. In the program of education and training of children in kindergarten, the following are indicated: kinds games:plot, didactic, mobile, musical and didactic.
Their difference by type reflects the educational tasks of the sensory, mental, physical development preschoolers.
The classification developed by S. L. Novoselova is based on the idea of who initiated the game. She distinguishes 3 classes of games:
1. Games arise at the initiative of the child.
These are amateur story games:
ü Plot - reflective;
ü Plot-role-playing;
ü Director's;
ü Theatrical.
2.Educational games initiated by an adult, implementing them for educational and educational purposes. These include:
ü Didactic;
ü Plot - didactic;
ü Movable;
ü Leisure.
3. folk games, which may arise as
initiated by adults and older children.
As part of ethnographic research, various classifications of games with rules have been developed. The most general clear classification of games with rules is given by Schwartzman.
They are allocated games based on:
a) dexterity, i.e. physical competence;
b) strategy games requiring mental competence;
c) games based on chance, luck, where the result depends on the physical or mental competence of the player.
Traditionally, the literature defines two most general types of gaming activities: role-playing and game with rules.
Director's play, as a special independent type, is not singled out, but is treated as a kind of plot play, as a form of the child's individual play. (2, p. 58)
Study by psychologist E.E. Kravtsov's role in the genesis of play activity in the context of the age-related psychological neoformation of preschool children - imagination convincingly showed that director's play has the status of an independent species, since all development of play in preschool age begins and ends with it. Among the director's games, she distinguishes the following varieties: games with small toys, with multifunctional objects, cubes, with a pencil on paper.
So, the following characteristics are used as the basis for classification:
2) Form of organization and measure of regulation by adults;
3) The nature of the skills required by the game;
4) Items around which the game is built.
As the analysis of the literature shows, researchers do not take enough into account distinctive features various types of games. And this makes it difficult for the teacher to manage different types of games, does not allow them to fully use their developmental potential.
In my opinion, the specific characteristics of the indicated types of director's games, story games, and games with rules come out most clearly when they are compared with each other.
In this regard, it seems appropriate, taking as a basis the general specific features of the game identified above, (character process of activity, the presence of an imaginary situation) to conduct a comparative analysis of the director's, plot-role-playing, game with the rules in order to highlight their distinguishing features.
An important point that significantly distinguishes directing, storytelling from games with rules is the nature of the process itself. Directing, plot game do not have of course a given result. The moment of completion of these games is arbitrary and depends on the desire of the players. In games with rules, the result is determined by the rules, the winning criteria established by the participants in its preparatory period.
The essential features that distinguish all these three types of games are, as shown in the studies of E.E. Kravtsova the mechanism of divergence of the visible and semantic fields (an imaginary situation).
In directing and playing with rules, imagination is a prerequisite for playing. Thinking out what will be in the game, distributing functions between toys, combining objects according to meaning, the child learns to construct a situation. In games with rules, the imaginary situation is present in a hidden form, the rules determine the behavior of the child. They are set from the outside, in finished form, or generated by the participants in the game. As a hallmark of the game, E.E. Kravtsova notes that a preparatory stage is necessary, where the child must comprehend them, appropriate them before acting according to the rules.
In the role-playing game, there is a second type of relationship between the game and imagination. Plot - role-playing game - this is imagination in action. The imaginary situation is present in it in its purest form. Taking a role, performing it in the course of the game, the child acts in accordance with the logic of adult behavior, realizing role relationships, and performs actions with substitute objects.
In a number of psychological and pedagogical studies, the idea is expressed about the fundamental the different nature of the rules in the games.
Despite the variety of rules in all cases, the players voluntarily accept and enforce them in the interests of the very existence of the game.
Essentially, in the developed forms of directing, in plot-role-playing, in games with rules, the obligatory rules for all its participants are a characteristic associated with compatibility, with the implementation of various types of relations between the players: role-playing plot-role-playing games,
competitive and cooperative relationships in games with rules. It follows that these types of games differ from each other the nature of the combination of interests of the players.
Thus, from the entire list of characteristic features of games: directorial, plot-role-playing, games with rules, one can single out as the central imaginary situation. All the specific features of various types of games are associated with it: the nature of the process of activity, the mechanism of the divergence of the visible and semantic fields, the features of the relationship between the game and imagination, the nature of the rules in the role-playing game and the game with rules, the type of relationship between the players.
Exactly imaginary situation gives the specified types of child activity a playful character with its unpredictability, surprise and makes it possible to distinguish play activity from simple actions of children according to the rule with objects, toys.
The specific features of gaming activity determine its exceptional importance for mental and personal development.
preschoolers. Therefore, it seems appropriate to consider the role of play in the development of a child's personality.
The first form of children's games is object play, i.e., the manifestation of manipulations with various objects by young children. True, D. B. Elkonin (1960) did not consider that the objective actions of children are play. Chronologically, he considered role-playing to be the first form of play.
Subject games are divided into individual and group games according to the number of participants. M. Pattern distinguishes three types individual games for young children:
- observation game (the child watches how others play),
- playing alone (the child plays with toys alone, only occasionally talking to other children),
- parallel play (the child plays alone, but in close proximity to other children).
In addition, allocate related a game (the child communicates with peers engaged in a similar game, but everyone does as he wants; there is only an exchange of toys here) and a joint game (children unite in groups to achieve some common goal - to build a house out of cubes or sand and etc.).
AT joint game children learn the elements of communication, coordination of their actions with the actions of another, mutual understanding and mutual assistance. Since the experience of each child is limited, bringing children together in a joint game contributes to the enrichment of the plots and the complexity of the content of the games. The complication of the content of games leads to an increase in the number of participants in the game, to the need for a clearer coordination of their actions and to the complication of real relationships between children. Leaders appear among them, leaders of the game.
Group games are divided into role-playing games, games with rules, outdoor games.
Role-playing the game. On the border of early and preschool age appears role-playing game becoming the leading one in preschool children. Her stories are influenced by environment, in connection with which P.F. Kapterev attributed these games to imitative ones. And for the development of such games, he noted, “first of all, the child’s observation and his ability to remember are of paramount importance. In imitative play, the child reproduces something. If the circle of children's observations is very narrow, if the impressions affecting the child are monotonous, then his games will be meager, uninteresting, colorless” (1982, p. 129). Further, P.F. Kapterev notes the need for creativity for such games:
“The development of imitative play requires not only observations, but also the ability to display them, embody them in known material, the ability to process impressions within oneself and then bring them outside in the game. It requires a small amount of artistic talent” (p. 130).
“Reproducing the surrounding reality in play, the child is limited for a short time to simple, literal reproduction. Little by little, it begins to combine the facts it has in its own way, under the influence of a momentary mood, random impressions and thoughts that come to mind from somewhere; the first weak experiments of creativity appear, gradually intensifying.<.>This creative play should not be hindered, on the contrary, it should be encouraged and appropriate material provided” (p. 131).
P.F. Kapterev notes a very important moment for the teacher in role-playing games: the knowledge of the psychological characteristics of the child:
“Obviously, the mental nature of the child, his prevailing tastes and inclinations, will affect the reproductive game. The child will be more willing to take on such material for his games, which is more convenient for him, corresponds to his innate abilities, in which he will more easily display everything that interests him ”(p. 130).
In children older than 4 years, role-playing is most often of a collective nature, although a child can perform one role or another in relation to, for example, his doll and alone. In it, children take on the roles of adults1 and recreate their functions, activities, their relationships with each other.
The role of an adult, which the child takes on, forces him to comply with certain rules that regulate his actions with objects, as well as relations with other children in accordance with their roles. In the role-playing game, the formation of the most important psychological neoplasms of this age period takes place: the assimilation of motives for socially significant activities, the primary mastery of morality, the formation of skills to operate with symbols and meanings, and the development of the imagination.
Responsibilities towards others are what the child feels necessary to fulfill, based on the role that he has taken on. Other children expect and demand that he correctly fulfill the role he has taken on. In playing the role of a buyer, for example, the child learns that he cannot leave without paying for what he has chosen. The role of a doctor obliges him to be patient, but also demanding in relation to the patient, etc. In fulfilling his duties, the child acquires rights in relation to persons whose roles are played by other participants in the game. So, the buyer has the right to be released any goods available on the toy counter, has the right to be treated in the same way as other buyers.
Role in story game just consists in fulfilling the duties that are imposed by the role, and exercising the rights in relation to the rest of the participants in the game.
Mukhina V.S., 1975. S. 113.
At primary school age, when role-playing, the personality traits of the person whose role is played by the child are brought to the fore - courage, perseverance, etc.
Game with rules. This is a type of pair or group game in which the actions of the participants and their relationships are regulated by pre-formulated rules that are binding on all participants.
The transition to games with rules is prepared, as already noted, during role-playing games, where the rules are hidden in the behavior corresponding to a particular role. At school age, games with rules are often of a sporting nature (relay races, ball games, etc.).
The role of games with rules in the development of a child's personality is to develop in him such moral and volitional qualities as honesty, endurance, justice, etc.
The main paradox of the game lies in the fact that it is in this activity, as free as possible from any coercion, which seems to be entirely in the power of emotions, that the child first of all learns to control his behavior and regulate it in accordance with generally accepted rules.<.>By taking on a role in the game, the child thereby accepts a system of rigid necessity to perform certain actions in a certain sequence. Freedom in the game exists only within the limits of the role taken on.
But the thing is that the child takes on these restrictions voluntarily, of his own free will. Moreover, it is this obedience to the adopted law that gives the child maximum pleasure. According to L. S. Vygotsky, a game is “a rule that has become an affect” or “a concept that has become a passion.” Usually the child, obeying the rule, refuses what he wants. In the game, however, obeying the rule and refusing to act on an immediate impulse brings maximum pleasure. The game constantly creates situations that require action not on immediate impulse, but along the line of greatest resistance. The specific pleasure of the game is associated precisely with overcoming immediate urges, with obedience to the rule contained in the role.
Smirnova E. O., Gudareva O. V., 2004. P. 93.
Movable games. Outdoor games are important primarily for the physical development of children and as active recreation to combat hypokinesia (lack of physical activity of schoolchildren during the school year).
The need for physical activity is innate. In every child, nature has an irrepressible need for movement. For children, running a race, jumping on one leg, knocking around is as natural and necessary as breathing. It is not for nothing that in one provocative children's song it is sung: "And I have a perpetual motion machine, a perpetual runner, an eternal jumper."
P.F. Kapterev notes that the nature of outdoor games changes with age, namely, the mental content increases and the motor component weakens. The game becomes imitative, the child now plays not in order to exercise his muscles, but then in order to reproduce some observation of his own.
Throughout ontogenesis physical activity, and with it the need for outdoor games, changes in waves. Having reached the first peak at the age of 2-3 years, it gradually decreases in subsequent years, and in girls it is faster than in boys (Eaton, Yu, 1989). For students in grades 6-8, activity increases again, but for high school students it decreases again (Chesnokov A.S., 1973; Shchedrina A.G., 1972).
There are significant differences in the need for physical activity between students of the same age. For some, daily motor activity can exceed that of others by three times. Therefore, some children seem to teachers to be overly active, while others are lethargic, passive, lazy.
The greater physical activity of boys compared to girls leads to the originality of their behavior at school during breaks and lessons. They are more likely to fidget and get distracted in class (more restless), more “furious” during recess, and therefore, in the eyes of teachers, they are more often undisciplined.
Differences in the need for movement require a differentiated approach of teachers both to the load given during outdoor games and to assessing the qualities of students.
WHAT MODERN CHILDREN PLAY AND WHICH GAMES ARE THE MOST POPULAR GAMES WITH THEM
Monitoring the free activities of children [more than 1000 people 4.5-5.5 years old. - E.I.] showed that a significant part of preschoolers (approximately 40%) did not play [role-playing games] in their free time. - E. I.]. They demonstrated individual objective actions (rolling cars, throwing a ball), looked at books, drew, engaged in constructor work. Many children, having heard the offer to “play”, took boxes with didactic board games from the shelf. The rest of the preschoolers demonstrated one or another version of the role-playing game.
The most popular among preschoolers were traditional everyday subjects: a shop, a hospital, and a hairdresser (30% of cases). The second place is occupied by stories related to the care of the doll. Feeding, putting to bed, walking, bathing the "daughter", etc. were observed in 23% of cases. This also includes variants of the game "daughters-mothers" and a modern version of this game "family of Barbie dolls". Boys more often acted out plots related to defense and attack: “cops and thieves”, “bandits and ours”, “ghost hunters”, chasing criminals, etc. Such aggressive plots occurred in 10% of cases.
It is noteworthy that among the plots of children's games there are actually no plots related to the professions of their close adults. Modern professions of adults (lawyer, economist, manager, designer, etc.), due to their specificity (their content is closed for children), do not provide material for game roles. At the same time, modern preschoolers prefer to play in their games plots borrowed from television films, in which they play not the professional roles of adults, but the roles of television heroes (Angelica, Spiderman, ninja, Chip and Dale, etc.). This may indicate that children are more familiar with the life and relationships of the characters in the films than the adults around them. And although the content of such games remains the behavior of people and their relationships, the weak representation of professional and social roles and the isolation of games from the lives of close adults may indicate that the social life of adults ceases to be the content of children's games, as was supposed in the domestic psychological concept of children's play. The place of close adults is beginning to be occupied by virtual characters.
Smirnova E. O., Gudareva O. V., 2004. S. 94-95.
Computer games children. In recent years, hobbies for computer games have become more and more popular among children. The importance of studying the impact of these games on children is becoming increasingly relevant due to the increase in the already large amount of time associated with a sedentary lifestyle of schoolchildren. In addition, computer games often have aggressive content. In assessing their impact on the psyche of children, the researchers were divided into two groups. Some researchers believe that this influence is positive and rely on the doctrine of catharsis (purification), while others proceed from a negative influence. cruel games on the psyche of children, point to the "phenomenon of post-game cruelty", which manifests itself in the emergence of acute conflict situations and even violent crimes. It is noted that a child who has been in such an environment for a long time transfers its laws to real world, begins to feel more vulnerable, believes that most people are hostile towards each other and that the world around him is dangerous for him. Adolescents become irritable, quick-tempered, emotionally unstable.
E. A. Altiyeva revealed that the impact that a game of aggressive content will have on a teenager depends on the time spent on it. If this time is moderate, then the game contributes to a surge of negative emotions and has a positive effect on the psyche. If a teenager is passionate about such games and spends a lot of time playing them, this leads to increased aggressiveness.
Allocate also leisure games and games pedagogical. Children play leisure games on their own initiative, the latter are used by the teacher to solve specific educational problems. Pedagogical games can be differentiated depending on the pedagogical orientation. If games are organized in the learning process, these are didactic games. If a game model is developed by a teacher to solve specific educational tasks, these are creative educational games in which children, playing a particular role, show activity, efficiency, organizational skills, become more decisive, more demanding of themselves and others. The main educational mechanism of the role position is that it contains the best opportunity for translating the external requirements of the teacher into the internal needs of the adolescent himself (Yanovskaya M. G., 1986).
