The highest level of gaming activity is. Stages of formation of children's play activities and types of games. Relaxation: theory and practice

When people create a family, no one, with rare exceptions, even thinks about starting relationships on the side. And yet, according to statistics, families most often break up precisely because of infidelity. Approximately half of men and women cheat on their partners in a legal relationship. In a word, the number of faithful and unfaithful people is distributed 50 to 50.

Before talking about how to save a marriage from cheating, it is important to understand

Breathing: theory and practice

Theory

It is important to understand that a person's natural breathing is calm, measured and deep breathing with the stomach. However, under the pressure of the modern high-speed rhythm of life, a person accelerates so that it becomes literally “not to breathe”. In other words, a person begins to breathe quickly and shallowly, as if suffocating, and at the same time engage the chest. Such chest breathing is a sign of anxiety and often leads to the hypervenous syndrome, when the blood is oversaturated with oxygen, which is expressed in the opposite feeling: you feel like you don’t have enough oxygen, from which you begin to breathe even more intensively, thereby falling into a vicious circle of anxious breathing. .

Relaxation: theory and practice

Theory

Frequent, prolonged, intense emotional experiences cannot but affect our physical well-being. The same anxiety always manifests itself in the form of muscle tension, which, in turn, gives the brain a signal that it is time to worry. This vicious circle occurs because mind and body are inextricably linked. Being “educated” and “cultured” people, we suppress, but do not show (do not express, do not express) emotions, due to which the resulting muscle tension is not consumed, but accumulates, which leads to muscle clamps, spasms and symptoms of vegetovascular dystonia. Relax tense muscles, paradoxically, by means of a short but rather intense tension, which contributes to a better relaxation of the muscles, which is the essence of neuromuscular relaxation.

Big family: we live together

A big family is a real small state. Several generations meet under one roof every day. This is a place where you can find understanding and sympathy. But keeping the peace is not easy.
The main advantages of a large family: its members develop self-confidence, the ability to overcome difficulties, and emotional stability. Such a family feeds with positive energy, but in return requires attention and strict implementation. general rules. It turns out, family ties- these are endless mutual obligations, in the sea of ​​​​which one can easily lose part of one's "I", as well as a good piece of personal space. A situation may arise when everyone in the family acts differently, hence quarrels and conflicts arise. To remedy the situation, you can convene a family council and discuss the rules of interaction with all family members. After a frank conversation, the reasons for quarrels most often disappear, the tension in the relationship subsides.

How naive were the ancient Greeks, in particular the philosopher Theophrastus, who in his treatise “Characteristics” said: “Tactlessness is the inability to choose the right moment for communication, which causes trouble to the interlocutor. A tactless person does not have malicious intent, but acts at the wrong time and at the wrong time.
Of course, one can assume that the neighbor Aunt Raya, who, congratulating you on your birthday, will not fail to mention that the years go by, and work is not a wolf, in fact, ingenuously wishes you to get married soon and forget about your career. You can also justify a young nephew who candidly compares your eyes under the glasses with the headlights of a brand new Volkswagen - his tactlessness is based on a lack of life experience. But in modern world there are far more people who deliberately throw a provocative phrase in order to enjoy your sharp reaction - embarrassment, irritation or aggression. For example, a “girlfriend” who, in the presence of a man who is clearly not indifferent to you, is interested in how your visit to the proctologist went. Or an employee, trying to set you up in front of her superiors, asks an “innocent” question about whether you managed to download another series fashion series - in the midst of a working day. They are none other than trolls. And if the behavior of Aunt Rai can be justified by a lack of education and innocence, then trolls, as a rule, have a completely different motivation.

In domestic psychology, the theory of I. was developed, proceeding from the recognition of its social nature. Elkonin defines I. as an activity where the management of behavior is formed and improved. Elkonin singled out and characterized four levels of development gaming activity.

The first level of development

1. The central content of I. are actions with certain objects aimed at an accomplice of the game. These are the actions of the "mother" or "teacher" aimed at the "children". The most essential thing in fulfilling these roles is feeding someone. In what order the feeding is done and with what exactly - it does not matter.

2. Roles actually exist, but they are determined by the nature of the actions, and do not themselves determine the action. As a rule, they are not named. Even if in I. there is a role division of functions and roles are called, for example. one child is the mother and the other is the father, or one child is the teacher and the other is the cook kindergarten, children do not actually become to each other in typical real life relations.

3. Actions are monotonous and consist of a series of repetitive operations (eg, feeding during the transition from one dish to another). I. from the side of actions is limited only by acts of feeding, which logically do not develop into others, followed by the following actions, just as they are not preceded by other actions, for example. washing hands, etc. The logic of actions is easily broken without protests from the children. The order of the meal is not essential.

The second level of development

1. The main content of I. is an action with an object, but correspondence is already being brought to the fore game action real action.

2. Roles are called children. There is a separation of functions. The execution of a role is reduced to the implementation of the actions associated with it.

3. The logic of actions is determined by the life sequence, that is, the sequence in reality. The number of actions expands and goes beyond any one type of action. Feeding is associated with the preparation and serving of food on the table. The end of feeding is associated with the actions that follow it according to the logic of life.

The third level of development

1. The main content of I. is the fulfillment of the role and the actions arising from it. Special actions are distinguished that convey the nature of relations with other participants in I., associated with the performance of a role, for example. appeal to the chef: "Let's go first", etc.

2. Roles are clearly delineated and highlighted. Children name their roles before beginning I. Roles define and direct the child's behavior.

3. The logic and nature of the actions are determined by the role taken on. Actions become diverse: not only feeding itself, but also reading a fairy tale, putting to bed, etc.; not only vaccination, but also listening, bandaging, temperature measurement, etc. A specific role-playing speech appears, addressed to a comrade in I. in accordance with his role and the role performed by a comrade. But sometimes normal out-of-game relationships also break through.

4. Violation of the logic of actions is protested. The protest usually boils down to a reference to the fact that "this does not happen." A rule of behavior is singled out, to which children subordinate their actions. Moreover, a violation of the rule - the order of actions is noticed better from the side than by the person performing the action. The reproach for breaking the rules upsets the child, and he tries to correct the mistake and find an excuse for it.

The fourth level of development

1. The main content of I. is the performance of actions related to the attitude towards other people, the roles of which are performed by other children. These actions clearly stand out against the background of all the actions associated with the performance of the role.

Elena Dmitrievna Bondareva
Stages of game development according to D. B. Elkonin

Developed by: Bondareva Elena Dmitrievna Student of the "Volgodonsk Pedagogical College"

A role-playing game is an activity in which children take on the roles (functions) of adults and in a generalized form, in specially created game conditions, reproduce the activities of adults and the relationship between them.

These conditions are characterized by the use of various game items that replace the actual objects of adult activity. The game is carried out with the help of certain actions and role-playing statements. A special study of the process of formation of play actions in preschool age, conducted by the Research Institute of Preschool Education of the Academy of Pedagogical Education of the USSR (now - RAE) (S. L. Novoselova, E. V. Zvorykina, 1983), indicates the complexity and multi-stage nature of this process.

1. The social nature of the role-playing game

Psychologists paid attention and especially singled out the work of the imagination or fantasy. The game was considered as a manifestation of a special liveliness, carelessness and a high level of development of the imagination or fantasy. Even to a non-specialist when watching children play preschool age First of all, it is striking how the child transforms the objects used in the game.

D. B. Elkonin assumed that the unit of the game is precisely the role and the actions associated with it for its implementation.

Based on various studies, it can be argued that it is the role and the actions organically related to it that represent the main, further indecomposable unit of the developed form of play. As experimental studies show, there is a close functional relationship and contradictory unity between the role and the nature of the child's actions corresponding to it. The more generalized and abbreviated play actions are, the deeper the meaning, task and system of relations of the recreated activity of adults are reflected in the game; the more concrete and more developed the play actions, the more its concrete-objective content emerges.

Role-playing is especially sensitive to the sphere of human activity, labor and relations between people and, therefore, the main content of the role that the child takes on is the reproduction of this particular side of reality.

The study by N. V. Koroleva convinces us that the role-playing game is especially sensitive to the sphere of people's activity and relations between them, that this sphere of reality is its content.

So, the content of an expanded, developed form of role-playing is not an object and its use or change by a person, but relations between people carried out through actions with objects; not a person is an object, but a person is a person. And since the reconstruction, and thus the assimilation of these relations, occurs through the role of an adult, which the child takes on, it is precisely the role and the actions organically connected with it that are the unit of the game.

Since in reality the specific activities of people and their relationships are very diverse, the plots of games are extremely diverse and changeable. In different historical epochs, depending on the socio-historical, geographical and specific living conditions, children play their own games according to the plots. The plots of games for children of different classes, children of the north and south, taiga and deserts, children of industrial workers, fishermen, cattle breeders and farmers are not the same. Even the same child changes the plots of his games depending on the specific conditions in which he temporarily finds himself. The special sensitivity of the game to the sphere of human activity and relations between people shows that, with all the variety of plots, they hide fundamentally the same content - human activity and people's relations in society.

Of course, the specific nature of those relationships between people that find their recreation in the game can be very different. These are relations of cooperation, mutual assistance, division of labor, care and attention of people to each other; but it can also be relations of domination, even despotism, hostility, rudeness, etc. Here everything depends on the concrete social conditions of the child's life.

2. Development of play in preschool age

Based on the foregoing, Elkonin D.B. identified 4 levels of game development.

I. The first level of game development

1. The central content of the game is mainly actions with certain objects, aimed at the accomplice of the game. These are the actions of the "mother" or "teacher" aimed at the "children". The most essential thing in fulfilling these roles is feeding someone. In what order the feeding is done and what exactly “mothers” and “teachers” feed their children - it does not matter.

2. Roles are actually there, but they are determined by the nature of the actions, and do not determine the action. As a rule, roles are not named and children do not identify themselves by the names of the persons whose roles they have assumed. Even if the game has a role-based division of functions and roles are called, for example, one child portrays a mother, and another - a father, or one child - a teacher, and another - a kindergarten cook, the children do not actually become to each other in typical for real relationship life.

3. Actions are monotonous and consist of a series of repetitive operations (for example, feeding when moving from one dish to another). From the side of actions, play is limited only to acts of feeding, which logically do not develop into others, followed by subsequent actions, just as they are not preceded by other actions, for example, washing hands, etc. If such an action does take place, then after this the child returns again to the former.

4. The logic of actions is easily broken without protests from the children. The order of the meal is not essential.

II. The second level of game development

1. The main content of the game, as in the previous level, is the action of the subject. But in it, the correspondence of the game action to the real action is brought to the fore.

2. Roles are called children. There is a separation of functions. The performance of a role is reduced to the implementation of the actions associated with this role.

3. The logic of actions is determined by the life sequence, i.e. their sequence in reality. The number of actions expands and goes beyond any one type of action. Feeding is associated with the preparation and serving of food on the table. The end of feeding is associated with the actions that follow it according to the logic of life.

4. Violation of the sequence of actions is not actually accepted, but is not protested, rejection is not motivated by anything.

III. The third level of game development

1. The main content of the game becomes the fulfillment of the role and the actions arising from it, among which special actions begin to stand out, conveying the nature of relations with other participants in the game. An example of such actions are appeals to other participants in the game related to the performance of a role, for example, an appeal to the cook: “Give me the first”, etc.

2. Roles are clearly delineated and highlighted. Children name their roles before the game starts. Roles define and direct the child's behavior.

3. The logic and nature of the actions are determined by the role taken on. Actions become diverse: not only feeding itself, but also reading a fairy tale, putting to bed, etc.; not only vaccination, but also listening, bandaging, temperature measurement, etc. A specific role-playing speech appears, addressed to a playmate in accordance with his role and the role played by a friend, but sometimes ordinary non-play relationships also break through.

4. Violation of the logic of actions is protested. The protest usually boils down to a reference to the fact that "this does not happen." A rule of behavior is singled out, to which children subordinate their actions. In this connection, the fact deserves to be noted that the violation of the rule - the order of actions - is noticed better from the side than by the person performing the action. The reproach for breaking the rules upsets the child, and he tries to correct the mistake and find an excuse for it.

IV. The fourth level of game development

1. The main content of the game is the performance of actions related to the attitude towards other people, the roles of which are performed by other children. These actions clearly stand out against the background of all the actions associated with the performance of the role. So, for example, when playing the role of a teacher, these are instructions for children to behave: “Until you eat, you won’t go to sleep and you won’t get any more pie” or “Go to the table, you just need to wash your hands”; when performing the role of a doctor - on the behavior of patients: “Hold your hand properly”, “Raise your sleeve. So. Calm down, don't cry - it doesn't hurt", "Well, does it hurt? I’m doing well, it doesn’t hurt”, “I told you to lie down, and you get up”, etc.

2. Roles are clearly delineated and highlighted. Throughout the game, the child clearly leads one line of behavior. The role functions of children are interrelated. Speech is clearly role character, determined by both the role of the speaker and the role of the one to whom it is addressed.

3. Actions unfold in a clear sequence, strictly recreating the real logic. They are diverse and reflect the variety of actions of the person that the child portrays. The rules that the child follows are clearly identified, with references to real life and the rules that exist in it. Actions directed towards different characters games.

4. Violation of the logic of actions and rules is rejected, the refusal of violations is motivated not only by a reference to reality, but also by an indication of the rationality of the rules.

According to Elkonin, these levels of development of the game are at the same time stages of development. If we arrange all the material obtained by the ages of the participants, it will clearly be found that the level of development of the game increases with the age of the children.

However, these levels are age-related not in the sense that they are determined precisely by age. Children of the same age may have different levels, within two adjacent levels. The selected levels are not so much age stages as stages in the development of the role-playing game itself.

Analyzing some studies, one may encounter difficulties in attributing the game to a certain level. Let's say that according to the general type, children seem to be at the first level, but there are already some symptoms of the transition to the second, or signs of the second and third, third and fourth levels coexist in one game.

In connection with the analysis of the development process of the game, it should be noted that there is much in common between the first and second levels, just as between the third and fourth. In essence, there are two main phases, or stages, in the development of a game. At the first stage (3 - 5 years), the main content of the game is social in its orientation, objective actions, correlated with the logic of real actions; on the second (5-7 years) - social relations between people and the social meaning of their activities, correlated with real relations between people.

Thus, the essence of the game is to reflect the social relations between people.

Children of the same age may have different levels, within two adjacent levels. The selected levels are not so much age stages as stages in the development of the role-playing game itself.

The behavior of the child in the game is subject to certain rules associated with the role that the child has taken on. Essential for the development of play is the child's attitude to the role he plays.

Bibliography:

1. Elkonin D. B. Psychology of the game. - M. Pedagogy, 1978. S. 208-212;

2. Psychology of development. / Ed. A. K. Bolotova and O. N. Molchanova. - M: CheRo, 2005, 524 p.

The information contained on the site is intended to be a supplement to, and not a substitute for, the relationship between a patient and their physician.

Game development

These conditions are characterized by the use of a variety of game objects that replace the actual objects of adult activity. The game is carried out with the help of certain actions and role-playing statements. A special study of the process of formation of play actions at an early age, conducted by the Research Institute of Preschool Education of the Academy of Pedagogical Education of the USSR (now - RAE) (S. L. Novoselova, E. V. Zvorykina, 1983), indicates the complexity and multi-stage nature of this process.

The first is an introductory stage in the development of the game (infancy). The child's actions with toys or other objects at this stage are of a manipulative nature; subject-specific examination operations are typical.

The second stage is a reflective object-play activity (the end of the first - the beginning of the second year of life). This period comes as a result of the transformation of the subject-specific operations of the action. In this case, actions are carried out through special object-mediated operations (if you push the ball, it will roll, if you shake the rattle, it will rattle, etc.). The objects with which children act begin to act for them as a means of achieving a certain effect.

At the next stage, object-mediated operations pass into plot-representative ones. A characteristic feature of this stage is the gradual transition of the content from weapon operations, carried out under the conditions of a real plan of action, to conventional weapon operations, performed in an imaginary situation (an imaginary soup is stirred with a spoon, etc.). At the end of an early age, a subject-based descriptive game emerges. She is the forerunner role-playing game. As a particularly important feature of this stage of development, there is a constant connection between the plot of the game and the impressions received by the child from environment, a reflection in the plot of the life logic of events that are close and accessible to him.

The role-playing game that arose on the border of early and childhood gets its further development, reaches its peak already in the preschool years. The development of the game is manifested primarily in the change in its plot and content. The plot of the game is the sphere of reality that children reflect in their games. If for the youngest, games with an everyday plot are most typical (“daughters-mothers”, etc.), then middle children, along with this, often play with an industrial plot (“ Railway”, “construction”, “hospital”, “pilots”, “polyclinic”, “kindergarten”). Older children often have games with a socio-political plot (“space”, “war”, etc.).

The content of children's games also changes in the preschool period - that which is reproduced by the child as a central and characteristic moment of adult activity. Main content role playing in younger childhood it consists in the most detailed reproduction of actions with objects (“tear carrots”, “cut bread”, “wash dishes”, etc.), in middle childhood - reproduction of relations between adults, in the older child the main thing is the implementation of the rules arising from the role they have taken on. And quarrels, respectively, arise for various reasons: because of toys, because of roles, about “it happens or it doesn’t happen.”

The plot and content of the game are embodied in roles: their implementation is the main moment of the creative game. No matter how fantastic at first glance the world into which the child enters in the game, it is still not a world of absolute freedom and arbitrariness. In games, laws and rules are no less stringent than in reality, which the child willingly obeys. Each role has its own rules. But they are all taken from the surrounding life, borrowed from relationships in the adult world. Numerous proofs of this can be cited. Let us recall, for example, the well-known experiment of F. I. Fradkina.

Children played "to the hospital", "inoculated" smallpox. At the same time, they acted as it happens in reality: they rubbed the skin with “alcohol”, then made an “incision”, introduced a “vaccine ... But the experimenter breaks the usual course of the game: “Do you want me to give you real alcohol?” Naturally, his proposal is met with enthusiasm. And here the experimenter adds: “For now, you vaccinate, and I will go for alcohol; first graft, and then rub with real alcohol. This condition already puts children in a conflict situation. Of course, doing "poxpox" with real alcohol is tempting, interesting, but... But that doesn't happen in real life, it's so wrong; after all, everything is needed just in a different sequence - first rub the skin with alcohol, and only then do the vaccination. And no matter how tempting the experimenter's proposal, the children refuse it in order to "inoculate smallpox" to be done "for real", in full accordance with the real action.

With the complication of the game, the composition of its participants increases, and the duration of the existence of gaming associations also increases significantly. Even before the start of the game, older children plan it, assign roles, select all the necessary toys, and during the game they constantly control each other's actions, criticize, suggest how a certain character should behave. This is not seen in babies.

D. B. Elkonin (1960) singled out and characterized four levels of development of play activity. The first level of development of the game. ♦ The central content of the game is the actions with certain objects, aimed at the accomplice of the game. These are the actions of the "mother" or "teacher", aimed at "children". The most essential thing in fulfilling these roles is feeding someone. In what order the feeding is done and with what exactly - it does not matter.

♦ Roles actually exist, but they are determined by the nature of the actions, and do not themselves determine the action. As a rule, they are not named. Even if the game has a role-based division of functions and roles are called, for example, one child portrays a mother, and another - a father, or one child - a teacher, and another - a kindergarten cook, the children do not actually become to each other in typical for real relationship life.

♦ Actions are monotonous and consist of a series of repetitive operations (eg feeding while moving from one dish to another). From the side of action, play is limited only to acts of feeding, which logically do not develop into others, followed by subsequent actions, just as they are not preceded by other actions, for example, washing hands, etc. The logic of actions is easily violated without protests from children. The order of the meal is not essential.

The second level of development of the game.

♦ The main content of the game is the action with the object, but the correspondence of the game action to the real action is already coming to the fore.

♦ Roles are called children. There is a separation of functions. The execution of a role is reduced to the implementation of the actions associated with it.

♦ The logic of actions is determined by the life sequence, ie their sequence in reality. The number of actions expands and goes beyond any one type of action. Feeding is associated with the preparation and serving of food on the table. The end of feeding is associated with the actions that follow it according to the logic of life.

The third level of development of the game.

♦ The main content of the game becomes the fulfillment of the role and the actions arising from it. Special actions are distinguished that convey the nature of the relationship to other participants in the game, associated with the performance of the role, for example, an appeal to the chef: “Let's go first”, etc.

♦ Roles are clearly delineated and highlighted. Children name their roles before the game starts. Roles define and direct the child's behavior.

♦ The logic and nature of the actions are determined by the role taken. Actions become diverse: not only the actual feeding, but also reading a fairy tale, putting to bed, etc.; not only vaccination, but also listening, dressing, temperature measurement, etc. A specific role-playing speech appears, addressed to a playmate in accordance with his role and the role played by a friend. But sometimes normal out-of-game relationships also break through.

♦ Violation of the logic of actions is protested, the protest is usually reduced to a reference to the fact that “this does not happen”, a rule of behavior is singled out, to which children subordinate their actions. Moreover, a violation of the rule - the order of actions is noticed better from the side than by the person performing the action. The reproach for breaking the rules upsets the child, and he tries to correct the mistake and find an excuse for it.

The fourth level of development of the game.

♦ The main content of the game is the performance of actions related to the attitude towards other people, the roles of which are performed by other children. These actions clearly stand out against the background of all the actions associated with the performance of the role.

♦ Roles are clearly delineated and highlighted. Throughout the game, the child clearly leads one line of behavior. The role functions of children are interrelated. Speech is clearly role-based in nature, determined both by the role of the speaker and the role of the one to whom it is addressed.

♦ Actions are deployed in a clear sequence, strictly recreating the real logic. They are diverse and reflect the variety of actions of the person that the child portrays. The actions directed to different characters of the game are clearly highlighted.

♦ Violation of the logic of actions and rules is rejected, which is motivated not only by a reference to reality, but also by an indication of the rationality of the rules.

According to D. B. Elkonin (1960), the distinguished levels of game development are the stages of its development.