Game as mental child development. The game in the mental development of the child. The role of the game in the mental development of the child
Game and its role in the mental development of the child
Transcript of lectures read in 1933 in LGPI. A.I. Herzen.
When we talk about the game and its role in the development of the preschooler, then there are two main questions here. The first question of how the game itself occurs in the development, the question of the origin of the game, the genesis of it; the second question is what role this activity plays in the development, which means the game as a form of development of the child in school age. Is the game leading or just the prevailing form of a child at this age?
It seems to me that in terms of development, the game is not a predominant form of activity, but it is in a certain sense of the leading line of development in preschool age.
Now let me go to the problem of the game. We know that the definition of the game on the sign of the pleasure that she brings the child is not the right definition for two reasons. First, because we are dealing with a number of activities that the child can bring much more sharp feelings of pleasure than the game.
The principle of pleasure is equally related, for example, to the sucking process, for the child delivers the functional pleasure to suck the pacifier, even when it is not saturated.
On the other hand, we know the game in which the process of activity does not yet give pleasures - games that dominate the end of the preschool and at the beginning of school age and who are pleased only if their result is interesting for the child; This, for example, the so-called "sports games" (sports games are games not only physical education, but also playing winning, games with results). They are very often painted by the sharp experience of displeasure when the game ends not in favor of the child.
Thus, the definition of the game on the sign of pleasure, of course, cannot be considered correct.
However, it seems to me that refuse to approach the problem of the game from the point of view of how the needs of the child are being implemented in it, his increasing activities, affective aspirations - this would mean terribly intellectualizing the game. The difficulty of a number of game theories is some intellectualization of this problem.
I tend to give this issue even more general value and I think that the mistake of a number of age-related theories is to ignore the needs of the child - understanding them in a broad sense, starting with the impulse and ending with interest as the need for an intellectual nature - in short, ignoring all that You can combine under the name of the motives of the activity. We often explain the development of a child with the development of its intellectual functions, i.e. Before us, every child appears as a theoretical creature, which, depending on the greater or smaller level of intellectual development, is moving from one age step to another.
The needs, desires, motives of the child, the motives of his activities, without which the study shows, is never a child transition from one stage to another. In particular, it seems to me that the analysis of the game should be started with clarifying exactly these moments.
Apparently, every shift, any transition from one age step to another is associated with a sharp change in motives and motives to activities.
What is the greatest value for the baby almost ceases to interest the child at an early age. This aging new needs, new motives of activity, of course, should be put forward to the fore. In particular, it is impossible not to see that the child in the game satisfies some needs, some kind of motivation and that without understanding the originality of these motives we cannot imagine that kind of activity that the game is.
In preschool age, there are peculiar needs, peculiar motives, very important for the whole development of the child, directly leading to the game. They consist in the fact that a child at this age arises a number of unrealizable trends, unrealized directly desires. An early child has a tendency towards direct resolution and satisfaction of its desires. The postponement of desire is difficult for an early age, it is possible only in some narrow limits; No one knew the child under three years, which would have a desire to do something in a few days. Usually the path from the motivation to its implementation is extremely short. It seems to me that if in preschool age we did not have aging unrealized immediate needs, we would not have games. Studies show that not only where we are dealing with children are not intellectually developed, but also where we have underdevelopment of affective sphere, the game does not develop.
It seems to me that from the point of view of an affective sphere, the game is created with such a situation of development, when non-unrealized trends appear. An early child behaves like this: he wants to take a thing and he needs to take it now. If it is impossible to take this thing, then he or suits the scandal - falls on the floor and hits his legs, or he refuses, put up, does not take this thing. He has unsatisfied desires have their own special ways of substitution, failure, etc. By the beginning of the preschool age, unsatisfied desires, unrealized immediate trends, on the one hand, and, on the other hand, remain the tendency of early age to the immediate realization of desires. The child wants, for example, to be on the place of the mother or wants to be a rider and ride a horse. This is not careful now desire. What makes a child of an early age if he saw the flying triple and wants to drive on it by anything? If this is a capricious and spoiled child, then he will demand from the mother so that in order to be planted for this pool, can rush right there on the street on Earth, etc. If this is an obedient child who is accustomed to refuse desires, he will move away, or mother will offer him a candy, or simply distract him with a stronger affect, and the child will refuse his immediate desire.
In contrast, a child after three years has peculiar contradictory trends; On the one hand, he appears a number of unrealizable immediate needs, desires, not fulfilled now and nevertheless not eliminating as desire; On the other hand, it remains almost entirely a tendency to immediately implement desires.
From here and there is a game that, from the point of view of the question of why the child plays, should always be understood as an imaginary illusory realization of unrealized desires.
Imagination and there is a neoplasm that is absent in the consciousness of a child of early age, absolutely absent in the animal and which represents the specific human form of activity of consciousness; Like all the functions of consciousness, it arises originally in action. Old formula that a children's game is an imagination in action, you can turn over and say that the imagination has a teenager and schoolchildren there is a game without action.
It is difficult to imagine that the urge, forcing the child to play, was really just an affective motivation of the same kind as a child of infant age with sucking nipples.
It is difficult to allow pleasure from preschool game It was due to the same affective mechanism as simple sucking nipples. This does not fit with anything from the point of view of the development of the preschooler.
All this does not mean that the game occurs in as a result of each individual unsatisfied desire, the child wanted to ride on the flight - this desire was not satisfied now, the child came to the room and began to play the pool. So never happens. Here we are talking about the fact that the child has not only separate affective reactions to individual phenomena, but a generalized unintended affective trends. Take a child suffering from a complexity complex, microcephal, for example; He could not be in the children's team - he was so struck that he began to beat all the mirrors and glass, where his image was. In this deep difference from early age; There, with a separate phenomenon (in a specific situation), for example, each time teased, a separate affective response occurs, not yet generalized. In preschool age, the child summarizes its affective attitude towards the phenomenon, regardless of the present concrete situation, as the attitude is affectively connected with the meaning of the phenomenon, because it exhibits a low-value complex.
The essence of the game is that it is the fulfillment of desires, but not one-time desires, but generalized affects. A child at this age is aware of his relationship with adults, he reacts affectively, but unlike early childhood, he generalizes these affective reactions (he impresses the authority of adults at all, etc.).
The presence of such generalized affects in the game also does not mean that the child himself understands the motives for whom the game is trying to have what he does it consciously. He plays without aware of the motifs of gaming activities. It significantly distinguishes the game from labor and other activities. In general, it must be said that the area of \u200b\u200bmotives, actions, the motives are less conscious and becomes fully accessible only in transition. Only a teenager gives herself a clear report in that which he does something or another. Now leave a question for several minutes about the affective side for a few minutes, we will look at it, as on some kind of background, and see how the game activity itself is deployed.
It seems to me that the criterion for the allocation of the child's game activity from the general group of other forms of its activities should be accepted that in the game the child creates an imaginary situation. This becomes possible on the basis of the discrepancy of the visible and semantic field appearing in preschool age.
This thought is not new in the sense that the presence of a game with an imaginary situation has always been known, but it was considered as one of the groups of the game. An imaginary situation was attached to the value of a minor sign. The imaginary situation was not in the representation of old authors the main quality that the game makes the game, since only one certain group of games was characterized by this sign.
The main difficulty of this thought, it seems to me, is three points. First, there is a danger of an intellectual approach to the game; There may be fears that if the game is understood as a symbolism, it seems to turn into some kind of activity similar to algebra in action; It turns into a system of some signs that generalize real reality; We do not find anything specific for the game here and imagine a child as a failed algebraist who cannot still write icons on paper, but depicts them in action. It is necessary to show the connection with the motives in the game, because the game itself, it seems to me, is never a symbolic effect in his own sense of the word.
The second one seems to me that this thought represents the game as a cognitive process, it indicates the meaning of this cognitive process, leaving aside not only an affective moment, but also the moment of child's activities.
The third moment - it is necessary to disclose what this activity does in development, i.e. With the help of an imaginary situation, it can develop in a child.
If you allow, let's start with the second question, as I have already briefly concerned about the connection with affective motivation. We saw that in an affective motivation, which leads to the game, there are laughter not symbols, but the need for an imaginary situation, because, if the game really develops from unsatisfied desires, from unsalted trends, if it lies in the fact that it is a realization in a game form The tendencies unrealizable are already involuntarily in the very affective nature of this game will be laid by the moments of the imaginary situation.
Let's start from the second moment - with the activities of the child in the game. What does the child's behavior in the imaginary situation mean? We know that there is a form of the game, which was also highlighted for a long time and was usually related to the late period of preschool age; Its development was considered central at school age; We are talking about games with rules. A number of researchers, although absolutely not belonging to the camp of dialectical materialists, went in this area by the way that Marx recommends when he says that "the human anatomy is the key to the anatomy of the monkey." They became in the light of this late game with the rules to consider early child's game, and their research led to the conclusion that the game with an imaginary situation, in essence, is a game with the rules; it seems to me, you can even put forward the position that no games therewhere there is no behavior of a child with the rules, his peculiar relationship to the rules.
Allow this idea to clarify. Take any game with an imaginary situation. Already the imaginary situation concludes the rules of conduct, although this is not a game with developed rules formulated by challenge. The child imagined himself mother, and a doll - a child, he must behave, obeying the rules of maternal behavior. It was very good for one of the researchers in a witty experiment, which he took the famous observations of Selli. The latter, as you know, described the game, wonderful the fact that the game situation and the real situation in children coincided. Two sisters - one of five, the other seven years - once matched: "Let's play sisters." Thus, Selli described the case where two sisters played that they are two sisters, i.e. Planned a real situation. The experiment mentioned above laid the game of children's child, an endless experimenter, but the game that took real relationships. I managed in some cases extremely easy to cause such a game in children. So, it is very easy to force a child to play with his mother in the fact that he is a child, and mother is a mother, i.e. In what is really. The significant difference between the game, as Selli describes it, is that the child, starting to play, tries to be sister. The girl in life behaves without thinking that she is a sister in relation to the other. She does nothing in relation to the other, because she is sister this another, with the exception, maybe, those cases when the mother says: "DEFA". In the game of sisters in the "sisters" each of the sisters always continuously manifests his sisterhood; The fact that two sisters began to play sisters, leads to the fact that each of them receives the rules for behavior. (I must be in the entire gaming situation with my sister relative to another sister.) Games suitable for the situation are only such actions that are suitable for these rules.
The game takes the situation that emphasizes that these girls are sisters, they are equally dressed, they go, holding hands; In a word, it was taken that he emphasizes their position as a sister for adults, in relation to a stranger. The eldest, holding the hand of the younger, all the time talks about those who depict people: "These are strangers, it's not ours." This means: "I and my sister act equally, we turn to us equally, and with others, others, otherwise." There is an emphasis of the same thing that for a child focused on the concept of sister, and that means that my sister stands to me in another respect, than others. What is unnoticed for the child exists in life, the game becomes a rule of behavior.
Thus, it turns out that if you create a game so that in it an imaginary situation, it would seem, what remains? The rule remains. It remains that the child begins to behave in this situation, as this situation dictates.
Leave for a minute this wonderful experiment in the game area and turn to any game. It seems to me everywhere where there is a imaginary situation in the game, everywhere there is a rule. Not forever, the rules formulated and changing throughout the game, but the rules arising from the imaginary situation. Therefore, imagine that the child can behave in an imaginary situation without rules, i.e. So, he behaves in a real situation, simply impossible. If the child plays the role of the mother, then he has the rules of behavior of the mother. The role that the child performs, its relationship to the subject, if the subject has changed its value, will always flow out of the rule, i.e. Imaginary situation will always enter into rules. In the game, the child is free, but this is illusory freedom.
If the task of the researcher at first was to open the implicit rule concluded in every game with an imaginary situation, then relatively recently we got proof that the so-called "net game with the rules" (schoolboy and the game of the preschooler by the end of this age) is essentially a game with An imaginary situation, for the same as the imaginary situation necessarily contains the rules of behavior and any game with the rules contain an imaginary situation. What does it mean, for example, play chess? Create an imaginary situation. Why? Because the officer can walk only in this way, the king is so, and the queen is so; beat, remove from the board, etc. - it is purely chess concepts; But some imagination situation, although not replacing the life relations directly, there is still there. Take the most simple game with the rules in children. She now turns into an imaginary situation in the sense that, as soon as the game is regulated by some rules, a number of real actions are in relation to this impossible.
In the same way, as at the beginning it was possible to show that every imaginary situation contains the rules in a hidden form, it was possible to show the opposite - that any game with the rules contains an imaginary situation in a hidden form. Development from the explicit imaginary situation and hidden rules to the game with explicit rules and a hidden impact and is two poles, the evolution of the children's game.
Any game with an imaginary situation is at the same time playing with the rules, and every game with the rules is a game with an imaginary situation. I think this is clear.
However, one misunderstanding arises, which is necessary to eliminate from the very beginning. The child learns to behave according to the famous rule from the first months of his life. If you take a child of early age, then such rules that you need to sit at the table and be silent, do not touch other people, obey your mother - are the rules that the child's life is full. What is specific in the rules of the game? It seems to me that the solution of this issue becomes possible due to some new works. In particular, I had the greatest assistance here the new work of Piaget dedicated to the development of moral rules in the child; In this paper, there is one part dedicated to the study of the rules of the game in which Piaget gives it seems to me that the extremely convincing resolution of these difficulties.
Piaget shares two, as it is expressed, morality in a child, two sources of development of the rules of child behavior, which are different from each other.
In the game it appears with special discriminations. Some rules arise from a child, as shifting bias, from the unilateral impact of an adult to a child. If you can not touch other people's things, then this is a taught mother; Or you need to quietly sit at the table - this is what adults put forward as an external law regarding the child. This is a single moral child. Other rules arise as Piaget says, from mutual cooperation of an adult and child or children among themselves; These are the rules in the establishment of which the child himself participates.
Gaming rules, of course, differ significantly from the rule not to touch other people's things and sit quietly at the table; First of all, they differ in the fact that they are installed by the child. This is his rules for himself, the rules, as Piaget, internal self-restraint and self-determination. The child himself says: "I must behave like this and so in this game." This is completely different than when the child says that it is possible, and this can not. Piaget showed a very interesting phenomenon in the development of the children's morality, which he calls moral realism; It indicates that the first line of development of external rules (which can and what can not be) leads to a moral realism, i.e. To the fact that the child confuses the rules of moral with the rules of physical; He confuses that it is impossible to ignite once a burning match and that it is impossible to light the matches or touch the glass, because it can be broken; All these "impossible" for a child at an early age is the same thing, a completely different attitude of him to the rules that he sets himself *.
Now we will turn to the question of the role of the game, about its influence on the development of the child. It seems to me huge.
I will try to transfer two main thoughts. I think that the game with an imaginary situation is substantially new, impossible for a child up to three years; This is a new type of behavior, the essence of which lies in the fact that activities in the imaginary situation frees the child from situational connectedness.
The behavior of a child of an early age is largely, the behavior of a baby in absolutely, as the experiments showed Levin et al., Is the behavior determined by the Regulations in which activities occur. The famous example is Levin's experience with a stone. This experience is a valid illustration to what extent an early child is connected in every act by the situation in which its activities occur. We found in this an extremely characteristic feature for the behavior of a child of early age in the sense of his relationship to close atmosphere, to the real position in which its activities occur. It is difficult to imagine the exact opposite of what they draw us these experiments of Levin in the sense of situational connection of activities, with what we see in the game: in the game the child learns to act in a reasonable, and not visible situation. It seems to me that this formula exactly conveys what is happening in the game. In the game, the child learns to act in a knowledgeable, i.e. In a mental, not visible situation, relying on internal trends and motives, and not on the motives and impulses that go from the thing. I will remind the doctrine of Levin about the inhibition of things for a child of early age, that things dictate him what needs to be done - the door pulls the child to open it and close, the staircase is to get away, the bell is on to call. In a word, things are inherent in the inherent intensive force in relation to the actions of a child of early age, it determines the behavior of the child so much that Levin came to the thought of creating a psychological topology, i.e. To mathematically express the trajectory of the child's movement in the field, depending on how things are located there with various attractive and repulsive for the child by force.
What is the root of the situation's situation connectedness? We found it in one central fact of consciousness, characterized by early age and consisting in the unity of affect and perception. Perception at this age is generally not independent, but the initial moment in the motor-affective reaction, i.e. Any perception thereby has an incentive to activities. Since the situation is always psychologically given through perception, and perception is not separated from affective and motor activities, it is clear that a child with such a structure of consciousness cannot act differently, as a linked situation, as a linked field in which it is located.
In the game, things are losing their inception. The child sees one thing, and acts in relation to visible otherwise. Thus, it turns out that the child begins to act regardless of what he sees. There are patients with some defeat of the brain, which lose this ability to act regardless of what they see; At the sight of these patients, you begin to understand that the freedom of action that each of us and the child has more mature age, was not immediately given, but should have undergone a long path of development.
Action in a situation that is not seen, but only thinks, the action in an imaginary field, in the imaginary situation, leads to the fact that the child learns to be determined in his behavior not only by the immediate perception of the thing or directly acting on it, but the meaning of this situation.
Early children are found in experiments and in everyday observation the inability for them is the discrepancy between the semantic and visible field. This is a very important fact. Even a child of two years, when he must repeat, looking at the child sitting in front of him: "Tanya is", "the phrase changes and says:" Tanya sits. " In some illnesses, we are dealing with the same exact position. Goldstein and Gelb described a number of patients who do not know how to say not what is. Gelba has materials about one patient, who, who knows how to write with his left hand, could not write a phrase: "I can write well with my right hand"; Looking out the window at good weather, he could not repeat the phrase: "Today is bad weather," and said: "Today is good weather." Very often in a patient with a violation of speech, we have a symptom of the impossibility of repeating a meaningless phrase, for example: "Snow black", while a number of other phrases, as difficult to grammatical and semantic composition, repeated.
An early child's child has a close merging of the word with a thing, values \u200b\u200bwith visible, in which the discrepancy between the semantic field and the visible field is impossible.
This can be understood based on the process of developing a children's speech. You tell a child - "clock". He starts searching and finds hours, i.e. The first function of the word is indicative in space, in the selection of individual spaces; The word initially means a famous place in the situation.
In preschool age in the game, we have for the first time the discrepancy between the semantic field and the optical field. It seems to me that you can repeat the thought of one of the researchers, who says that in the game action the thought is separated from the thing, and the effect of thought begins, and not from the thing.
The thought is separated from the thing because a piece of wood begins to play the role of doll, the wand becomes a horse, the action according to the rules begins to be determined from the thought, and not from the thing itself. This is such a coup regarding the child to a real, concrete nearest situation, which is difficult to assess in all its meaning. The child does it not immediately. Restress the idea (meaning of the word) from the thing is a terribly difficult task for the child. The game is a transitional form to this. At that moment, when the wand, i.e. The thing becomes the reference point for tearing the horse's value from the real horse, at this critical moment, one of the main psychological structures determines the child's attitude to reality.
The child cannot still tear the thought from the thing, he must have a plot point in another thing; Here we have the expression of this weakness of the child; He needs to think about the horse, determine his actions with this horse, in a wand, at the point of support. But still, at this critical moment, the basic structure determines the relationship of the child to reality, is precisely the structure of perception. The peculiarity of human perception arising at an early age is the so-called "real perception". This is something that we do not have anything similar in the perception of the animal. The essence of this is that I see not only the world, like colors and forms, but also the world that matters and meaning. I see not something round, black, with two arrows, but I see a clock and can separate one of the other. There are sick, who, seeing the clock, will say that they see round, white, with two thin steel stripes, but do not know that this is a clock, they lost a real attitude to things. So, the structure of human perception could be figuratively expressed in the form of a fraction, the numerator of which is the thing, and the denominator is the meaning; This expresses the well-known attitude of things and meaning, which arises on the basis of speech. This means that every human perception is not a single perception, but the perception is generalized. Goldstein says that such a subject-decorated perception and generalization is the same thing. Here in this fraction - the thing is the meaning - the child dominating is the thing; The meaning of it is directly connected. At that critical moment, when the child's wand becomes a horse, i.e. When the thing is a wand - becomes a reference point in order to tear the value of a horse from a real horse, this fraction, as the researcher says, tipping over, and the dominant becomes the moment of semantic: meaning / thing.
Nevertheless, the properties of things are as such a considerable value: every wand can play a horse's role, but, for example, a postcard postcard no horse can not be for a child. The position of Goethe, that for a child in the game everything can become everything - this is the wrong position. For adults, with conscious symbolism, of course, the card may be a horse. If I want to show the location of the experiments, I put a match and say is a horse. And that's enough. For a child, it cannot be a horse, there must be a wand, so the game is not a symbolism. The symbol is a sign, and the stick is not a horse sign. The properties of the thing are preserved, but their value is typing, i.e. The central moment becomes thought. It can be said that things in this structure from the dominant moment become something subordinate.
Thus, the child in the game creates such a structure - meaning / thing, where the meaning side, the meaning of the word, the meaning of the thing is the dominant, which is determining his behavior.
The value is emancipated to some extent from the thing with which it used to be directly fused. I would say that in the game the child operates with a value torn off from the thing, but it is not unrealized from real action with a real object.
Thus, an extremely interesting contradiction arises, which is that the child operates torn off from things and actions with values, but it will operate with them non-unique from some real action and some other real thing. This is the transitional character of the game, which makes it an intermediate link between the purely situational linity of early age and thinking, cut off from the real situation.
In the game, the child operates things as things that make sense operates the values \u200b\u200bof words that replace the thing, so the game takes the emancipation of the word from the thing (the behavior would describe the game and its characteristic properties like this: the child calls ordinary things with unusual names, their usual actions - unusual notation, despite the fact that the real names know).
The separation of the word from the thing needs a reference point in the form of another thing. But at that moment, when the wand, that is, the thing becomes the reference point for the separation of the value of the "horse" from the real horse (the child cannot tear the value from the thing or the word from the thing differently, how to find a point of support in another thing, that is, one Things to kidnap the name of another), he causes one thing to affect the other in the semantic field. The value of the values \u200b\u200bis facilitated by the fact that the child takes the word for the property of the thing, does not see the words, but he sees him meaning it. For the child, the word "horse", referred to a stick, means: "There is a horse", i.e. He mentally sees the thing for the word.
The game proceeds to internal processes at school age, to internal speech, logical memory, abstract thinking. In the game, the child operates with values \u200b\u200btorn off from things, but non-unreight of real action with real objects, but the gap value of the horse from the real horse and transfer it to the wand (the real point of the support, otherwise the value will disappear, evaporate) and the actual act with a wand, as with a horse, there is a necessary transitional stage to operating with values, that is, the child acts before the values, as with things, and then realizes them and begins to think, that is, the child has the abilities before grammatical and written speech, but does not know that has them, that is, not aware and does not own them arbitrarily; In the game, the child is unconsciously and involuntarily uses the fact that it is possible to tear the value from the thing, that is, he does not know what he does, he does not know what he says prose, just as he says, but does not notice the words.
Hence the functional definition of concepts, i.e. Things, hence, the word is part of the thing.
So, I would like to say that the fact of creating an imaginary situation is not a random fact in the child's life, he has the first consequence of the emancipation of a child from situational connectedness. The first paradox of the game is that the child operates with a torn value, but in a real situation. The second paradox is that the child acts in the game along the smallest resistance line, i.e. He does what he wants most of all, as the game is connected with pleasure. At the same time, learns to act along the line of the greatest resistance: obeying the rules, children refuse to do that they want, as the subordination of the rules and the refusal to action on the immediate impulse in the game there is a way to maximal pleasure.
If you take children in a sports game, you will see the same thing. It turns out to flee anything difficult, because the runners are ready to break from the place when you say "1, 2 ...", and do not stand up to 3. Obviously, the essence of the internal rules is that the child should act in direct impulse.
The game is continuously, at each step creates the requirements of the requirement to act contrary to the direct impulse, i.e. act along the line of the greatest resistance. Directly want to run - it is absolutely clear, but the game rules tell me to stop. Why does the child do not exactly want to do now? Because the compliance with the rules in the entire structure of the game promises such a great pleasure from the game, which is more than a direct impulse; In other words, as one of the researchers declares, recalling the words of Spinoza, "the affect can be defeated only by another, stronger affect." Thus, the game creates a position in which there is a zero, a double affective plan. A child, for example, crying in the game, as a patient, but rejoices as playing. The child refuses the game from the immediate impulse, coordinating his behavior, each act with the game rules. This brilliantly described the Gross. His idea is that the will of the child is born and develops from the game with the rules. In fact, the child in a simple game in the sorcerer, which GROSS describes, should not lose, run away from the sorcerer; At the same time, he should help a friend and awake him. When the sorcerer touched him, he should stop. At every step, the child comes to the conflict between the rule of the game and what he would do if he could now act directly: in the game he acts on the wrongness that he now wants. Zero showed that the greatest power of self-government in the child arises in the game. He reached a maximum of will in a child in the sense of refusal of direct attraction in the game - candy, which children should not have been on the game rules, because they portrayed inedible things. Usually, the child experiences the submission to the rule in the refusal of what he wants, and here - the submission of the rule and the refusal to the direct impulse is the way to maximal pleasure.
Thus, a significant feature of the game is a rule that has become affected. "The idea that has become an affect, the concept that turns into passion" is the prototype of this ideal of Spinoza in the game, which is the kingdom of arbitrariness and freedom. The execution of the rule is a source of pleasure. Rule wins as the strongest pulse (cf. spinosa - affect can be defeated by the strongest affect). This implies that such a rule is an internal rule, that is, the rule of internal self-conformity, self-determination, as Piage speaks, and not a rule that the child is subject to physical law. In short, the game gives the child a new form of desires, i.e. teaches him to desire, correlating the desire for the fictitious "I", i.e. By the role in the game and its rule, so the game is possible the highest achievements of the child, which tomorrow will become its average real level, his morality. Now we can say about the activities of the child the same thing that we talked about things. Just as there is a fraction - the thing / meaning, there is a fraction - the action / meaning.
If earlier the main moment was an action, now this structure overturns and the meaning becomes a numerator, and the action is denominator.
It is important to understand what kind of liberation from actions the child receives in the game when this action becomes instead of real, for example, food, the movement of the fingers, i.e. When the action is performed not for the sake of action, but for the meaning it indicates.
The child-preschooler first the action is dominant over its meaning, misunderstanding this action; The child knows how to do what to understand. In preschool age, this structure of action appears for the first time, which determines the meaning; But the acting itself is not by-way, subordinate moment, but the moment of structural. Zero showed that children ate from a plate, making hands a number of movements resembling a real food, but the actions that could not mean food at all, became impossible. Throwing back hands back, instead of pulling them to a plate, it became impossible, i.e. It acted to play a violation manner. The child does not symbolize in the game, but wishes, fulfills a desire, passes through the experience of the main categories of reality, which is why the day is played in the game for half an hour, 100 miles are covered with five steps. The child, wanting, performs, thinking - acts; Essentiality of internal action from external: imagination, understanding and will, i.e. Internal processes in external action.
The main thing is the meaning of action, but the effect itself is not indifferent. At an early age it was the opposite position, i.e. Structurally determined was the action, and the meaning was a secondary, side, subordinate moment. The same thing that we talked about the separation of the value from the subject, applies to both the child's own actions: a child who stands still, turns, imagining that rides a horse on a horse, thereby ripping the fractions - action / meaning per mean / act.
Again, in order to take the point of action from real action (riding the riding, without being able to do this), the child needs a reference point in the form of a replaceable real action. But again, if there was an action in the structure "Action - meaning", now the structure overturns and the determining makes sense. The action is postponed to the background, becomes a point of the support - again the meaning is taken off from the action using another action. This is again a repeated point on the way to pure operating sense of actions, i.e. To the volitional choice, decision, wrestling motives and other processes, sharply torn off from execution, i.e. The path to the will, just as operating the meanings of things - the path to abstract thinking - after all, in a volitional decision, the determining point is not the most effective action, but the meaning of it. In the game, the action replaces another action as the thing is another thing. How does the child "interlace" one thing to another, one action to another? This is carried out through the movement in a semantic field that is not associated with the visible field, real things, which subjugates all the real things and real actions.
This movement in the semantic field is the most important thing in the game: it is, on the one hand, there is a movement in an abstract field (the field, it means it appears earlier than an arbitrary operating values), but the method of movement is a situational, specific (i.e. not logical , and affective movement). In other words, the semantic field arises, but the movement in it occurs in the same way as in real, in this the main genetic contradiction of the game. I have to answer three questions: first, to show that the game is not a predominant, but the leading moment in the development of the child, secondly, to show what the game is the development of the game itself, i.e. What means movement from the prevalence of the imaginary situation to the predominance of the rule; And the third - to show which internal transformations makes a game in the development of the child.
I think the game is not the prevailing type of child's activity. In the main life situations, the child behaves diametrically opposite how he behaves in the game. In the game he has an action subordinates meaning, and in real life he has an action, of course, dominates the meaning.
Thus, we have in the game if you want, the negative of the general life behavior of the child. Therefore, consider the game for the prototype of his life activity, the predominant form will be completely unreasonable. This is the main disadvantage of the Coffki theory, which considers the game as another world of the child. All that belongs to the child, by Coffs, has a game reality. What applies to adult is a serious reality. The same thing in the game has one meaning, out of this - another meaning. IN children's world The logic of desires is dominant, the logic of satisfaction, and not real logic. The illusion of the game is transferred. It would be so if the game was the prevailing form of the child's activities; But it is difficult to imagine what picture of the crazy house would be reminded by a child if this form of activity we talk about with you, at least to some extent been transferred to real life, would be the predominant form of a child's vital activity.
Coffka cites a number of examples of how the child transfers the game situation. But the real transfer of gaming behavior to life can only be considered as a painful symptom. To behave in a real situation, as in the illusory, it means to give the initial sprouts of nonsense.
As the study shows, the game behavior in life is normal when the game bears the character of the game sisters "in sisters", i.e. Children sitting at a real dinner can play lunch or (in the example, which leads to Katz) children who do not want to fit into bed, say: "Let's play that as if night, we need to go to sleep"; They begin to play what they actually do is obviously creating some other relationships, making it easier to perform an unpleasant action.
Thus, it seems to me that the game does not have the predominant type of activity in preschool age. Only in theories that are considering a child not as a creature that satisfies the basic requirements of life, but as a creature that lives in search of pleasures, seeks to satisfy these pleasures, such a thought may arise that the children's world there is a world of gaming.
Is it possible in the behavior of a child, so that he always acted in meaning if such dry behavior is possible at the preschooler, so that he behaves with candy does not want himself, just because of the thought, what should he behave otherwise? Such submission to the rules is a completely impossible thing in life; In the game it becomes possible; Thus, the game and creates the zone of the nearest development of the child. In the game, the child is always above his middle age, above its usual everyday behavior; He in the game as it were, on his head above himself. The game in condensed form contains in itself, as in the focus of magnifying glass, all development trends; A child in the game is trying to make a jump over the level of its usual behavior.
The attitude of the game to development should be compared with the attitude towards development. Behind the game there are changes in the needs and changes in the consciousness of a more general nature. The game is a source of development and creates the zone of nearest development. Action in an imaginary field, in an imaginary situation, the creation of arbitrary intention, the education of a life plan, volitional motives - all this arises in the game and puts it on the highest level of development, attracts it to the crest of the wave, makes it the ninth of the development of preschool age, which is assessed Water depth, but relatively calm.
Essentially, a child is moving through game activity. Only in this sense, the game can be called the activities of the lead, i.e. Determining the development of the child.
The second question - how is the game moving? It is remarkable the fact that the child begins with an imaginary situation, and this imaginary situation is originally very close to the real situation. There is a reservation of a real situation. Say, the child, playing in the doll, almost repeats what his mother does with him; The doctor has just looked the throat in a child, he hurt him, he shouted, but as soon as the doctor was left, he climbs up with a spoonful doll in his mouth.
So, in the initial situation, the rule is highly in a compressed, crumpled form. Almost v. situations are also extremely mimic. It is an imaginary situation, but it becomes clear in its attitude to just a former real situation, i.e. She has a memory of something former. The game more resembles the memory than imagination, i.e. it is, rather, the memories in action than the new imaginary situation. As the game develops, we have movement in the side that the goal of the game is realized.
Incorrect to imagine that the game is activities without a goal; The game is target child activity. In sports games there is a win or loss, you can get first and can be second or last. In short, the goal solves the game. The goal becomes that for which everything else is being taken. The goal, as the end moment, determines the affective attitude of the child to the game; Riding ahead, the child can be very worried and grieved greatly; It may not be enough from his pleasure, because he is physically hard to run, and if he is ahead of him, he will not have little functional pleasure. The goal by the end of the game in sports games is becoming one of the dominant moments of the game, without which the game also loses its meaning, as looking at some kind of potassium candy, premises it in the mouth, chewing and sparkling back.
The game is aware of the right goal - who will achieve the first.
At the end of development, the rule acts and how it is tougher than it requires more to the child, the more regulates the activities of the child, the game becomes more tense and sharper. Simple running without a goal, without rules of the game - this is a sluggish game, not exciting guys.
Zero facilitated the rules of the croquet game for children. It shows how it is demagnetic, i.e. As for the child, the game loses its meaning as the rules disappear. Consequently, by the end of development, the game acts clearly what was in the embryo at the beginning. There is a goal - rules. It was before, but in the folded form. It is one more thing, very significant for a sports game, is some record, also very related to the goal.
Take, for example, chess. It is nice to win a chess game and unpleasant for a real player to lose it. Zero says that the child is also nice to reach the first as a beautiful person to look at himself in the mirror; It turns out some sense of satisfaction.
Therefore, a complex of qualities arises, which is so forward at the end of the game's development, as far as he is rolled at the beginning; Moments, secondary or side at first, become central at the end and back - dominant at the beginning of the moments at the end become side.
Finally, the third question - what kind of changes in the child's behavior produces a game? In the game, the child is free, i.e. It defines his actions based on his "I". But this is illusory freedom. He subordinates his actions to a certain meaning, it acts on the basis of the value of the thing.
The child learns to realize his own actions, to realize that every thing matters.
The fact of creating an imaginary situation in terms of development can be considered as a path to the development of distracted thinking; The same rule, it seems to me, leads to the development of a child's actions, on the basis of which it is possible that the separation of the game and work is possible, with which we meet at school age, as with the main fact.
I would like to pay attention to one point: the game is really a peculiarity of preschool age.
According to one of the researchers, a child's game of up to three years old is the character of a serious game as well as the game of a teenager, in various, of course, the sense of the word; The serious game of an early child's child is that he plays without separating imaginary situation from real.
The schoolchildren has a game begins to exist in the form of a limited form of activity, preferably the type of sports games playing a well-known role in the overall development of a schoolboy, but not having the meaning that the game has a preschooler.
The game does not look much like that it leads, and only an internal deep analysis makes it possible to determine the process of its movement and its role in the development of the preschooler.
At school age, the game does not die, but penetrates reality. It has its domestic continuation in school education and labor (mandatory activities with rule). All consideration of the entity of the game showed us that the game creates a new relationship between the semantic field, i.e. Between the situation in thought, and the real situation.
According to the materials of the "magazine of a psychological society. L.S. Vygotsky. "
Answer: The meaning of the game on L. S. Vygotsky is to develop and exercise all the abilities and departures of the child. The game teaches, forms, changes, raises. The game creates the zone of the nearest development of the child (L. S. Vygotsky, 1983). Analysis of the game activity of a child can serve as an important diagnostic means to determine the level of child's development. As K. D. Ushinsky wrote, "the child in his games discovers all his mental life without pretense"
Even more important than the diagnostic, the game has for the full education and development of the child. In the 19th century, the Russian teacher A. I. Sikorsky was pointed out in the 19th century: "The main benefit or instrument of mental development in early childhood is the tireless mental activity, which is commonly called games and fun."
The game story, the presentation of training or any other challenges in the game form, first of all, serve to attract a child to activities, creating positive motivation (Recall the example of D. B. Elkonin (1978) about his daughters, categorically refusing to have a manna porridge and with The pleasure of her flying in the game in kindergarten), reliating fears, including fears for training activities, a new situation and people, facilitate the adoption by the child learning (correctional and developing activities) and ensure the optimal conditions for its implementation. "The child, wanting, performs, thinking, acts." Training in the conditions of an imaginary situation makes the child feel the "source" of training. The dive of the baby with another non-deformed gaming activity into an imaginary situation, on Wednesday, older playing children affects its closest development area, contributes to the transition of the child to the next age stage. In adolescence, an imaginary situation becomes a means of understanding their own relations and emotions, but also a way to idealize the image "I".
The game stimulates research behavior aimed at finding and acquiring new information. The development of cognitive abilities, observation, intelligence and curiosity is stimulated. Creating imaginary situations, the child has the ability to move in space and time - therefore, spatio-temporal functions are developing. There is data on the relationship of the features of the game in preschool age with the formation of reading skills in elementary school. It is shown that children who are not interested in reading, less than successful schoolchildren played to school with their peers outside the house, less time was engaged board games, folded pictures and engaged in artistic creativity.
In the situation of the game, a more complex organization of movements is formed, new movements are reproduced and improved. The game (especially collective) successfully contributes to overcoming motor disbuits from neurotic children (Spyivakovskaya, 1981).
The new stage of development goes to the game and speech activities. The child acts with the values \u200b\u200bof the objects, leaning at the initial stages of the development of the game on their material deputies - toys, and then only on the word-name as a sign of the subject, and the actions become generalized actions accompanied by a speech. The game situation creates the renaming of the subject, and then playing. There is a so-called "role-playing speech" (D. B. Elkonin), determined by the role of the speaker and the role of which it is addressed. It best proves the experience of experimental formation of a plot-role-playing game in mentally retarded children: as the role of role-playing behavior, children became richer and diverse in their functions: planning speech and speech as a means of an emotional attitude to subjects (Sokolova, 1973). The role-playing game in the puppet theater helps children with stuttering to overcome speech defects.
Active gaming activities with divorced values \u200b\u200bis developing imagination and increases the creative potential of the child, since the child converts the environment in its own way, which often leads to new, unconventional results.
The game translates the thinking of the child to a new, higher step. The game forms the ability to abstract thinking, generalization and categorization due to the fact that the child's gaming actions are abstract from a particular subject and acquire a coated, generalized character. From deployed actions to mental actions, their burdens and conclusions - such is the way to form abstract thinking in the game.
The role-playing game develops arbitrary attention and arbitrary memory through the desire to understand and best reproduce the internal content of the role and all the rules for its execution. These cognitive abilities are of paramount importance for successful school learning.
The game is formed by a child identity - the ability to identify through identifying themselves with a manner or role in the figurative or scene-role game, with other participants in the game in the game with the rules or with other characters or with the audience in the director's game. Identification ensures the formation of interpersonal decentration and arbitrariness. From identifying yourself with another, the child in the game goes to the separation of oneself from the other. Through a game position (role) a personal position is formed, the ability to see himself from the position of another, the desire to take another position, motivation to achievements.
The formation of the ability to decentrate in the game is a prerequisite for the socialization of the child, and the cognitive ability of the child becomes the base of it. The game is the best opportunity for the harmonic association of learning and developing a child.
"Covering to be leading activities, one or another type of game turns into the form of organizing the life and activities of the child. In this capacity, the game has another value, another place in the life of children, makes another contribution to their mental development. In this and only in this capacity, the game can be a means of learning, a means used to organize and provide an educational process, a means applied in a psychocorrectional pedagogy, etc. " (Kravtsov, 2001, p. 299).
At any stage of development, in any form, the game contributes to the intellectual, emotional and moral development of the child
The game is a special form of developing a real social reality by playing it. It is a type of symbolic - modeling activity. The game as a model contains the "cultural code" of child development (V.P. Zinchenko). The game is emotionally rich activity, she captures the child entirely. The motive of the game lies in the gaming process itself; The motivation formula of the game is not to win, but play. The presenter type of activity in preschool age is a plot - role-playing game. The plot role-playing game is deeply and comprehensively studied in the works of L.S. Vygotsky, D.B. Elkonina, A.V. Zaporozhets, A.P. Ushova, F.I. Frakdina and others. Consider the main sides of the children's game: content and plot. The development of the story and the mean sides of the children's game shows an increasingly deep penetration of the child to the life of the surrounding adults. The plot is a reflected area in the game, the side of reality. The variety of plots increases as the child dating with new aspects of adults' life: the game "in the family", "in the doctor", "to the store", "in pursuit", etc.
D.B. Elkonin stressed that the meaning of the game "is determined by the fact that it affects the most significant aspects of the psychic development of the child's personality as a whole, the development of his consciousness." The main lines of influence of the game on the development of the psyche:
1. Development of a motivational - most important sector: orientation in the field of human relations, meanings and objectives of activities; the formation of new on the content of social motives, in particular the desire for socially significant and evaluated activities; Formation of generalized conscious intentions; The emergence of the coeximation, the hierarchy of the motives.
2. Development of arbitrary behavior and mental processes. The main paradox of the game is the origin of the control function inside free from coercion, emotionally rich activity. In the role-playing game, the child focuses on the sample of action (standard), with which it compares its behavior, i.e. Controls it. In the course of the game, favorable conditions are created for the occurrence of random attention, arbitrary memory, arbitrary motility.
3. Development of an ideal plan of consciousness: a spontaneous transition from thinking in actions (through the stage of reflections on the subject of a substituent) to thinking in terms of ideas, to a mental action.
4. Overcoming the cognitive egocentrism of the child. Cognitive decentration is formed by the "double position of the playing" (suffering as a patient and rejoices as well-acting role), coordinating various points of view (relations "
roles "and real partnerships, correlating the logic of real and gaming action). The basics of reflexive thinking are laid - the ability to analyze their own actions, actions, motifs and relate them to universal values.
5. Development of feelings, emotional self-regulation of behavior.
6. Inside the game, other activities arise (drawing, design, training).
7. Speech development: The game contributes to the development of the characteristic function of speech, stimulates connected statements.
Given the great importance of the children's game, it cannot but cause anxiety the fact that in modern society the game is in a crisis state. It can be called a number of reasons for this phenomenon. Modern parents are indifferent, and often both disapprovingly treat a children's game as a frivolous, non-fat lesson. In the desire to speed up children's development, to intensify it, there is a displacement of free games for children by educational classes. The conditions for the existence of the game in the children's community themselves are problematic. Singleness of the family, restriction of walks with communication with parents creates obstacles to unfolding games as joint activities of children. And the tough age stratification of children in kindergartens and schools, in the courtyards (groups of three-year-olds, four-year-old children, etc.) leads to a violation of the traditions of transmission of gaming experience. The problem of the attitude of the adult community to the child's game is closed with a very important problem of misunderstanding a special role, with the problem of depreciation of preschool childhood. An erroneous idea of \u200b\u200bthe "preschool" age as empty, "preliminary", "non-sharing", which needs to be waited until the child will "dare" to school, changed to others, but also incorrect. A new fashion trend is associated with the desire to accelerate, jump preschool childhood through school type learning. Similar "jumping" threatens one-sidedness of development, such losses in mental and personal Development Child, which are not compensated by train.
It is necessary to have a full residence of age, the use of its unique potential; Not acceleration, but amplification of children's development - wide deployment and enrichment of the content of specific children's forms of game, practical, visual activities, experience with adults and peers, the maximum development of "specifically preschool" and at the same time promising psychophysiological qualities. So, in the basic program of development of the child preschooler "origins", special attention is paid to the cultivation of children's game at all. The authors lead the classification of games, which is based on the idea of \u200b\u200bwhose initiative they arise. Three classes of games are allocated: amateur games; games on the initiative of adult, introduced with educational and educational purposes; Folk games that may arise on the initiative and adult, and older children. A self-playing game that performs the function of leading in preschool childhood, in no case should not be forcibly displaced from the space of children's life. /// Tutorial "Age Psychology" Author-compiler: Kaagermazov L.TS., D. Psychol.n., -Professor of the Department of Pedagogy and Psychology of DPO KBSU
The main theories of the children's game:
In overseas psychology:
Theory of the game K. Gros Quite well known and was widespread in the first quarter of the XX century. Giving it the most general characteristic, Gros calls her theory of exercise or self-education. The main ideas of the "Theory of Exercise" K. Gros determines in the following provisions:
"1) Each living creature has inherited predispositions that attract the feasibility of his behavior
2) in higher living beings, especially in humans, inborn reactions, as they were needed, they are not sufficient to perform complex life tasks;
3) in the life of each higher creature there is a childhood, i.e. the period of development and growth, when it cannot independently support its life; This opportunity is given to him with the help of parental care, which, in turn, relies on inborn predispositions;
4) This childhood time is intended to make it possible to purchase devices needed for life, but not developing directly from inborn reactions; Therefore, a person is given a particularly long childhood - after all, the work is perfect, the longer preparations for it;
5) Due to childhood, the development of devices can be of various kinds.
6) this method of developing devices is given with the help of a degenerate person to imitate to imitate in close communication with the habits and abilities of the older generation;
7) where the developing individual in the specified form of its own internal motivation and without any external goal exhibits, strengthens and develops its inclinations, there we are dealing with the most original game phenomena "
"If the development of fixtures for further life tasks is the main goal of our childhood, then an outstanding place in this expedient connection of phenomena belongs to the game, so that we can well say by using a few paradoxical form that we play not because we are children, but we It is for the childhood that we could play "
Its the theory was refined almost everything. No matter how much we treat the theory of Gros, how controversial it would seemed to us now, in his theory there is a provision about the important meaning of the game for mental development, and this provision must be kept by us, although significantly updated. K. Gros, actually, did not create the theory of the game as an activity typical for the childhood period, but only indicated that this activity has a certain, biologically important function. It allows K. Gros to K. Gros and that he carries straight, without any reservations, the biological meaning of the animal games per person.
Gros tried to classify children's games and find another approach to them. He showed that the experimental games are in a different attitude to the child's thinking and its future is not appropriate game actionsthan symbolic games when the child imagines that he is a horse, a hunter and others.
Stern Sharing the views of the gross, contributes to some additions. These additions are three: the first is the idea of \u200b\u200bthe prematurity of the ripening of abilities; Second - recognition of the game by special instinct; The third is the need for the preparation of ripening abilities of intimate contact them with the impressions of the outside world.
Gros, unlike V. Stern, does not at all puts the question of the role of external conditions in the game, as it is a principled opponent of the position of Spencer about imitating as the basis of the game. V. Sterna, its convergence theory, removes this progressive role of imitation and puts it to the service internal trends - instincts. Such an idea brings closer to the position of V. Stern with the positions of biogenetists (S. Hall, etc.), for which the content of children's games is determined by automatically advancing stages repeating the stages of historical development of humanity.
Thus, this amendment of V. Stern not only does not promote the theory of the game K. Gros, but, on the contrary, deepens its erroneous parties associated with the misunderstanding of the fundamental differences between the development of children from the development of young animals.
The Stern introduced into the psychology the concept of a "serious game" and applied him to the educational age indicating that such games are transitional between the game and serious relationships to reality and are specific to the type of activity.
Homburger and his disciples showed that the concept of serious yoke is closer to what is observed in early childhood.
TO. Bühler considers the given Freud. The explanation of the game is not consistent with the facts and reproaches it in the fact that his explanation rushes the game in the past life of the child, and not to the future. In this regard, he contrasts a gross that sees the great life prospects of a children's game, Freud, which is a theorist of reproductiveness. To explain the game K. Bücher introduces the concept of functional pleasure. In addition to the functional pleasure, he notes the Game Game Principle of Form, or the desire for a perfect form.
At the heart of the child's games, Freuda As the basis of the dreams of neurotic, there is the same tendency to the obsessive repetition of traumatic influences. According to Freud, the child from his very birth is exposed to all sorts of traumatic influences: Birth injury, trauma from the chest, the injury of "infidelity" of the beloved mother, all sorts of injuries of rigor and punishment, etc. All these injuries adults are applied to a child, preventing the satisfaction of children's sexuality.
K. Bühler believes that the functional pleasure could have appeared for the first time on the steps of skills and as a biological mechanism of the game became a vital factor of the first discharge. Based on this, K. Bücher gives its definition of the game: "Activities that are equipped with functional pleasure and directly to them or for the sake of it is supported, we will call the game, regardless of what it also does and what appropriate communication is worth it."
Thus, the admission of K. Bülera that functional pleasure is the force leading at the dresser stage to new devices is unjustified. The assumption of K. Büler is not justified that the game is a universal form of dresser. The dresser is different from the exercise, which involves the selection and formation of new fixtures, while the exercise involves the repetition and improvement of the already selected. Since the game, by definition, K. Bülera is independent of any result and, therefore, is not related to a real device, it cannot contain the selection of devices subject to subsequent exercise.
The Bücher reproached 3. Freud that it is a reproductive theorist, but K. Bücher himself, introducing pleasure from functioning, does not go beyond the limits of reproductiveness, and even more claims (Elconin).
We specify primarily two main objections Boitenjka Against the theory of warring K. Gros. First, Boitendike argues that there is no evidence that the animal that has never played, has less perfect instincts. The exercise, on the thought of Boitenjka, does not have for the development of instinctive activities of such a meaning as he is attributed.
Secondly, Boitendike separates the actual exercise from the game, indicating that such preparatory exercises exist, but when they are such, they are not a game.
"The game is always a game with something." Boitendike emphasizes, firstly, that there is no reason all those who are accompanied by the pleasure of calling the game, secondly, the movement is not yet a game. The game is always a game with something, and not only accompanied by pleasure movement. However, he says Boitendike, only such things that also play with playing, can be the objects of the game. That is why the ball is one of the favorite items of the game.
Following 3. Freud, he indicates three source attractions leading to the game:
a) an attraction to the release in which the desire of a living being is expressed to the removal of obstacles emanating from the environment. The game
satisfies this tendency to individual autonomy, which, according to Boitenyk, is already in the newborn;
b) attraction to the merger, to community with others. This attraction is opposite to the first.
Together, both of these trends express the deep ambivalence of the game;
c) Finally, this is a trend towards the repetition, which Boitendike considers due to the dynamics of voltage - permissions, so significant for the game.
According to Boitenjka, the game occurs in the collision of the specified initial deposits with things that are partially familiar due to the peculiarities of the dynamics of the young animal. A peculiar relationship between familiarity and unfamiliarity in the game subject creates the fact that BoitenDayk calls the way or the image formation. He emphasizes that animals and people play only with images. The subject only then can be a gaming object when it contains the possibility of imagery. The sphere of the game is the sphere of images, and in connection with this, the sphere of possibilities and fantasy. Therefore, specifying your definition of the game subject, BoitenDayk indicates that they are playing only with the images that themselves play with playing.
The game, by Boitenkuka, is an expression of the life of the deposits in specific conditions characteristic of the childhood period.
However, this position is unconvincing, since the desection is characteristic not only to the young organism, but also to the grew individuals. And therefore, as well as the features of the dynamics of the young organism, they cannot determine the game, lead to gaming activities.
If you translate a somewhat misty and mystified Language Boitenjka to a simpler, it turns out that the game in its original form is nothing but a manifestation of approximate activities. The position of Boitenjka about what is played only with things that "play" with the player itself may be understood: they are playing only with objects that not only cause an indicative reaction, but also contain enough items of possible novelty to maintain approximate activities
So, the game theory created by Boitenkom contains contradictions. As the analysis shows, quite sufficiently appearing at a certain level of development of animal indicative activities to explain the occurrence of the game and all its phenomena, as described by BoitenDayk. The fact that for Boitenka was only one of the conditions for the manifestation of vital impositions, in reality, is the basis for building a common theory of animal games.
It is impossible to agree with BoitenDayk and in the fact that the basis of the game with the subject always lies the image or image formation of the subject. In fact, at least in the initial forms of the game, the thing with which the animal plays cannot represent any other subject for the simple reason that the animal has not yet entered into a real contact with those objects that will serve the satisfaction of its basic needs in adultery. age. Not a ball of thread, nor the ball nor the rustling and moving paper can serve for a kitten's mouse images simply because with the last young animal has not yet dealt. For just starting his life, the animal is all new. New becomes familiar only as a result of individual experience.
The correct thoughts Boitenka about the restriction of the game are correct: the exception from the circle of gaming phenomena of simple repeated movements, characteristic of the earliest period of development of the child and some animals.
Research behavior Heind describes as a behavior that introduces an animal with his surroundings or a source of irritation. At the same time, it indicates the need to distinguish research behavior and the game: "Although some types of game behavior also help familiarize themselves with the subject, the study and the game should not be identified. If the subject is unfamiliar, the research behavior may precede the game and weaken as you familiarize yourself with it. "
In the theories of the game that we set out and analyzed, the problem of mental development, i.e., the development of the orienting functions of the psyche was not put at all. Maybe that's why the general psychological theory of the game could not be created.
First of all, it should be noted that the general approach to finding out the nature of the game, which was used when analyzing the game of animals, was almost mechanically transferred to the clarification of the nature of the children's game. This approach did not justify itself.
The history of the development of the problems of the psychology of the game also shows that "deep" theories, i.e. theories coming from the idea that a children's game is a manifestation of inherited instincts or depths, cannot lead to a solution to the issue. The basis of these trends is the idea of \u200b\u200bthe identity of mental development processes in young animals and a child of a person.
They cannot lead to success and those naturalistic theories, which, although they deny the hereditary base of the child's game, but represent the process of its mental development in the type of adaptation to the environment, and human society - as a medium of its habitat. (Elconin)
The path of development of the child, from the position Piaget In a simplified, primitive form can be represented as follows. At first, the child lives in his own, autistic world of dreams and desires, then under pressure from the world of adults there are two worlds - the world of the game and the world of reality, and the first has more important importance. This world of the game has something like the remains of the autistic world. The game belongs to the world of dreams, dissatisfied in the real world of desires and inexhaustible opportunities. This world is no less real for a child than the other is the world of adults. Finally, under pressure from the world of reality, there is also a displacement of these residues, and then only the real world with displaceable desires, acquire the nature of dreams and dreams.
Thus, in preschool age, according to the thought of Piaget, the child lives simultaneously in two worlds - in his, children's world of the game and the world of adult reality. The struggle of these spheres is the expression of the struggle of the congenital asocial ™ child, its autistic closure, "eternally childish" with an imposed Social, logical, causally caused by an adult world.
IN pre-revolutionary Russian psychology The most significant statements about the game belong to K.D. Ushinsky and A.I. Sikorsky. K.D. Ushinsky , according to the tradition of that time, he considered mistaken looks for children's imagination as a strong, rich and mighty. He did not believes that with age, the imagination weakens, and on the contrary, thought that in childhood it was poorer and monotolous than an adult.
Interestingly, already in the middle of the last century K.D. Ushinsky celebrated the feature of the children's game (in the game the child lives and traces of this life remain deeper in it than traces of real life), which later became the basis of using the game as a projective technique.
Ushinsky has no actually theory of the game, he only pointed out, on its great importance in the development and raising of the child.
A.I. Sikorsky He considered the game main on the part of mental development.
All Soviet psychologists who may somehow relate to the problems of the psychology of the game (M.Ya. Basov, P.P. Blonsky, L.S. Vygotsky, S.L. Rubinstein, D.N. Farm, D. B. Elconin).
The most important feature of the works of Soviet psychologists in the field of psychology of a children's game is primarily overcoming naturalistic and "deep" game theories. Step by step in Soviet psychology crystallized an approach to the game as a special type of child's activities, embodying his attitude towards the surrounding reality and having its specific content and structure.
So, from the new position raised the question of the psychology of the game M.Ya. Basov "The originality of the gameplay is based on the features of the relationship of the individual with the environment, on the basis of which it occurs." Freedom in relations with the environment (the absence of a child of any certain obligations) on the thought of M.Ya. Basova and leads to a special type of behavior, the main driving force and the peculiarity of which is procedural. Indicating that there is a certain social content in the game: But whether there is any content and focus in the game or not, it is still not the main factor in the development of this activity, but procedural. "
Elkonin does not agree with the characteristic of the game as purely procedural activities.
Basov 1) introduced into psychology the concept of general types of activities characterizing the attitude of a person as an active figure to its environment
2) Refusal to purely naturalistic game theories (seen sources seen in person).
Blonsky:
"Under the game, everyone understands various activities: 1 - imaginary games, 2 - construction games, 3 - imitative games, 4 - dramatization, 5 - mobile and 6 - intellectual." Browse what is commonly called the game, to the construction and dramatic art of the child, comes to the thought that there is no special activity at all, called the game.
"In imitative games, the baby has already from the very beginning, the truth is still in a vague form, you can detect the moment of dramatization."
But he is right, excluding from the games manipulation of children of the early age and experimentation as a form of research by children of some items. Elkonin believes that the so-called construction games are also legitimately excluded from the number of games.
Blonsky was right, pointing to the genesis of the game from the employment "Labor Type", if you understand these classes correctly (elconomic).
At the same time, p.p. Blonsky deep right, putting forward a psychological mechanism of adult as one of the central problem of the psychological mechanism.
With the overall unacceptability of the theory of Blonsky, identifying the game and art, his indication of the birth of a child's "labor type" of a child who cannot happen otherwise, as in joint activities with adults or by the proposed sample, is extremely important to understand the emergence of the role, And thereby games.
Vygotsky (that j)
Put forward the position that the function of the sign or symbol object gives the action produced by the child. Hypothesis about the psychological essence of the unfolded role-playing form:
- The game occurs when the unrealizable immediate trends appear and, at the same time, the trend characteristic of early childhood is retained to the immediate realization of desires. The essence of the game is that it is the fulfillment of desires, but not single, but generalized affects.
- The central and characteristic of gaming activities is the creation of an "imaginary" situation, which consists in making the role of an adult, and implementing it in the playing environment created by the child himself.
- Any game with the "imaginary" situation is at the same time the game with the rules, and any game with the rules there is a game with a "imaginary" situation. The rules in the game are the rules of the child for himself, the rules of internal self-conformity and self-determination.
- In the game, the child operates with values \u200b\u200btorn off from things, but relying on real actions. In the game, all internal processes are given in external action.
- The game continuously creates such situations that require a child's actions not by direct impulse, but along the line of the greatest resistance. Specific functions from the game is associated with overcoming immediate motivations, with submission of the rule concluded in the role.
- The game is although not prevailing, but the leading type of activity in preschool age. The game is a source of development and creates the zones of the nearest development.
According to L. S. Vygotsky, the game is "The rule that has become affected" or "the concept that turns into passion".Usually the child, obeying the rule, refuses what he wants. In the game, submission to rule and refusal to the direct impulse brings maximum pleasure. The game continuously creates such situations that require action not by direct impulse, but along the line of the greatest resistance. Specific funny game is associated with overcoming immediate motivations,with submission to the rule concluded in the role. That is why Vygotsky believed that the game gives a child "New form of desire."In the game, he begins to relate his desires with the "idea", with the image of an ideal adult. A child can cry as a patient in the game (show how you cry - hard) and rejoice as playing.
"The game is a kind of attitude to reality, which is characterized by creating imaginary situations or the transfer of the properties of some objects to others."
Rubinstein It criticized him, saying that the creation of an "imaginary" situation and the transfer of values \u200b\u200bcannot be based on the understanding of the game. And allocates the disadvantages of this interpretation of the game: "1) it focuses on the structure of the game situation, without opening the sources of the game, 2) narrowing the concept of the game, arbitrarily excludes from it those early forms of the game in which the child, without creating any" imaginary situation ", is playing Any action directly learned from the real situation, 3) the interpretation of the gaming situation as the results resulting from the "transfer" and the more attempt to withdraw the game from the need to "play the values" is purely intellectualistic. "
Rubinstein
highlights the features of the motives of the game: the motives of the game in diverse experiences, meaningful for the child, in general for playing. In gaming activities, there is a possible way in the practical activity of people the discrepancy between the motive and the direct purpose of the subject. He suggests that there is a departure in the game from reality, but there is also penetration into it. He left the open question about the leading role of the game in the mental development of a preschooler.
Elconin
Building a hypothesis about the main motives of the game: act as an adult. Not to be adults, but act as an adult.
More supports Vygotsky.
Stubbornly developed the game. Allocated some periodization of the game in ontogenesis. Determined the leading activity corresponding to each age. The game is the leading activities of the preschool period.
According to the concept of the children's game D. B. Elkonina role-playing game is an expression of an increasing communication of a child with a society - a special connection characteristic of preschool age. In the role-playing game, such aspiration of the child is expressed participation in the life of adultswhich cannot be implemented directly, due to the complexity of labor instruments and their inaccessibility for the child. Research Elkonin has shown that in more primitive societies, where children can take part in the work of adults, there are no objective conditions for the emergence of the plot game. The desire of a child to independent and participate in the life of adults is satisfied there directly and directly - since 3-8 years of age, children are seized or work together with adults, and not playing. These facts allowed to do D. B. Elconin an important conclusion: role-playing game arises in the course of the historical development of society as a result of changing the place of the child in the system of public relations. She is therefore social in its origin and nature.Its occurrence is not connected with the action of some internal, innate instinctive forces, but with well-defined living conditions in society.
Elkonin offered to consider the role as the main, indecomposable unitdeveloped form of the game. In it, in a non-historical unity, the affective motivational and operational technical sides of the child's activities are presented.
The most characteristic point role is that it cannot be carried out outside the practical gaming action.
The goal of the game is to carry out roles. The result of the game is how this role is carried out. (Elconin and Vygotsky)
D.B. Elkonina and F.I. Frakdina, as well as G.D. Lukov, who subjected the game of predos-school and pre-school ages to experimental research on the basis of the hypothesis, extended by L.S. Vygotsky.
"The game needs to be considered as completely peculiar activities, and not as a prefabricular concept uniting all kinds of children's activities."
A. N. Leontyev:
The game is characterized by the fact that the motive of the game action lies not as a result of the action, but in the process itself. The child arises the need to act as adults, i.e. act as I saw a child from others, as he was told about it, etc. The child seeks to ride a horse, but does not know how this is not able to learn this: it is not available to him. Therefore, there is a kind of substitution: a horse's place will stand in the game the object that belongs to the world of the items directly affordable to the child. So, then the contents of the gameplay, which we call the action, is a real action for a child. It is extracted by a child from real life. Therefore, it is never built on arbitrariness, it is not fantastic. The only thing that distinguishes it from non-chamber is motivation, i.e. The fact that it is psychologically regardless of its objective result, for his motive is not in this. So, no imagination determines the game action, but the conditions of the game action make it necessary and generate imagination. So, typical for the game a kind of meaning and value is not given in advance in its conditions, but arises in the process itself. To this, it is necessary to add that the ratio of gaming meaning and the real meaning of subjective conditions of the game does not remain unchanged during the movement of the gameplay, but is dynamic, movable. It is the generalization of gaming actions that is what allows the game to be carried out in inadequate subject conditions. So, in the game, not every thing can be all. Moreover, various game objects toys perform various functions depending on their nature, they participate differently in the construction of the game. In plot, or role-playing, playing the playing child takes on this or that human social function, which he implements in his actions. We have already said that the baby in 3-4 years old is still very difficult to force himself to obey the rules of the game, so games with the rules are games later. Based on the fact that the rules grow from the role they are justified, ordinary games with the rules have been changed so that the rule contained in them relied on the role and imaginary game situation. Initially, the first gaming actions arise on the basis of the expanding need of a child in mastering the world of human items. The motive contained in the act of action is fixed on a real content of its content. The action is here for a child with the way that leads it primarily to the disclosure of the subject matter; Human advocates even for a child in its definable form. However, in the process of the development of these games, they are increasingly clearly opposed by human relations concluded in their most substantive content. The awareness of the gaming task makes playing activities striving for a known result. Does this mean that due to the appearance of the task the game turns into productive activities? No, the motive of the game still continues to lie in the gaming process itself. However, now the game process is mediated for the child's task.
Genesis Games:
However, a developing role in a developed form does not occur immediately and simultaneously. In preschool age, it passes the essential path of its development. With the same plot, the content of the game at different stages of pre-school age is completely different. In general terms, the child's development line can be represented as a transition from the operational scheme of a single action to its meaning, which is always in another person. The evolution of action (according to D. B. Elkonin) passes the next way. First, the child eats a spoon itself. Then he feeds someone else with a spoon. Then he feeds a spoonful doll like a child. Then he feeds a spoonful doll like a mother feeds a child. Thus, it is the attitude of one person to another (in this case, mom to the child) becomes the main content of the game and sets the meaning of gaming activities.
The main content of the game junior preschool childrenis execution certain actions with toys.They repeatedly repeat the same steps with one toys: "Cut carrots", "Cut bread", "wash the dishes." In this case, the result of the action is not used by children - no one eats the chopped bread, and the washed tableware does not put on the table. The actions themselves are maximally deployed, they cannot be abbreviated and cannot be replaced by words. The role is actually eating, but they themselves are determined by the nature of the action, and do not define it. As a rule, children do not call themselves the names of the persons whose role they took. These roles exist rather in actions than consciouschild.
IN mid preschool childhoodthe same in the plot game passes otherwise. The main content of the game becomes relationship between people,the roles that children took. Roles are vividly outlined and highlighted. Children call them before the start of the game. Game actions are allocated, transmitting relations to other participants of the game: if the porridge is superimposed in the plates, if bread is cut - then all this is given to "children" for lunch. The actions produced by the child becomes shorter, do not repeat, and one action is replaced by another. Actions are performed no longer for themselves, but for the sake of the implementation of a certain attitude to another playing in accordance with the role brought.
By fulfilling a particular role, they carefully follow how compliance with their actions and the actions of their partners generally accepted the rules of behavior - it happens so or does not happen: "Moms do not do that", "after the second one is not served."
The change in the content of games with the same plot in preschoolers of different ages is detected not only in the nature of actions, but also how the game begins and what causes conflicts of children. For younger preschoolers, a role is suggested by the subject: if a child in the hands of a pan - he is mom, if a spoon is a child. Main conflicts arise because of the possession of the subject with which a gaming action should be made. Therefore, there are two "chauffeur" on the car, and dinner is preparing several mothers. In children of middle preschool age, the role is formed before the start of the game. Main quarrels because of roles - who will be. Finally, at the senior preschoolers, the game begins with a contract, with joint planning, as needed to play, and the main disputes are conducted around that, "sometimes happens."
Thus, the content of games in preschool age is changing: from subject actions of people to relations between them, and then to the fulfillment of rules governing the behavior and relationship of people.
Development of the game in preschool age comes from games with an open role and a hidden rule for games with open rule and a hidden role.
4 level of development of the plot role-playing game (Elconin):
First
The central content of the game is mainly actions with certain objects aimed at the accomplice game
The role is actually eating, but they are determined by the nature of actions, and do not determine the action
Actions are monotonous and consist of a number of repetitive operations
Logic Daily is easily broken without protest from children
Second
The main content is the action with the subject, in the foreground, the compliance of the game action is real
Roles are called children
The logic of action is determined by the vital sequence
Actions are more diverse
The violation of the sequence of actions is not accepted in fact, but not protesting
The third
- The main content of the game becomes the execution of the role and arising from it, among which special actions are beginning to stand out, transmitting the nature of relations to other participants of the game.
The roles are clearly defined and highlighted. Children define their roles before the start of the game, roles determine and send the behavior of the child.
The logic and nature of actions are determined by the result. Actions become diverse. A specific role-playing speech appears, facing a comrades on the game in accordance with his role and the role performed by a comrades, but sometimes the usual non-chairs are breaking through and sometimes.
Violations of the logic of action is protesting. The rule of behavior that children subordinate their actions are delayed.
Fourth
The main content of Ira becomes the action associated with the attitude towards other people whose roles are performed by other children.
The roles are clearly defined and highlighted. Role functions of children are interrelated. We are clearly role-playing character, determined by the role of the speaker and the role of the LLP, to whom it is facing.
Actions are deployed in a clear sequence, strictly recreating the logic of real actions.
The violation of the logic of actions is rejected, motivated not only by real reality, but also by an indication of the rationality of the rules.
However, these levels are age-related not in the sense that they are determined by age. Material shows that the children of one age can meet different levels within two adjacent levels.
The role of the game in the mental development of the child.
The study of the value of the game for mental development and personality formation is very difficult. There is no clear experiment here because it is impossible to remove game activities from the life of children and see how the development process will go.
All these most important neoplasms are emerging and originally developed in the leading activities of preschool age - scene-role game.The plot role-playing game has activities in which children take on those or other functions of adults and in specially created game, imaginary conditions are reproduced (or simulated) activities of adults and relations between them.
In such a game, all mental qualities and features of the child's personality are most intensively formed.
Gaming activities affect the formation arbitrariness of behavior and all mental processes- From elementary to the most difficult. By performing a playful role, the child subordinates this task all its short, impulsive actions. Children are better focused and remember more in the conditions of the game than the direct task of an adult.
The game has a strong influence on mental developmentpreschooler. Acting with substituent subjects, the child begins to operate in conception, conditional space. The substituent object becomes support for thinking.
pensionered actions are reduced and the child begins to act in the inner, mental plan. Thus, the game contributes to the fact that the child goes to thinking in terms of images and ideas.In addition, in the game, performing various roles, the child becomes at different points of view and begins to see the subject from different sides. This contributes to the development of the most important mental ability of a person who allows you to present another look and another point of view.
Lecture 3. Game and mental development of the child
The purpose of the lecture: determine the role and place of the game in the mental development of the younger schoolboy.
The main issues considered in lectures:
- The role of the game in the mental development of the child.
- Formation of arbitrariness in the game.
- Requirements for the organization of games.
Question 1. The role of the game in the mental development of the child.
The meaning of the game on L. S. Vygotsky is to develop and exercise all the abilities and departures of the child. The game teaches, forms, changes, raises. The game creates the zone of the nearest development of the child (L. S. Vygotsky, 1983). Analysis of the game activity of a child can serve as an important diagnostic means to determine the level of child's development. As K. D. Ushinsky wrote, "the child in his games discovers all his mental life without pretense"
Even more important than the diagnostic, the game has for the full education and development of the child. In the 19th century, the Russian teacher A. I. Sikorsky was pointed out in the 19th century: "The main benefit or instrument of mental development in early childhood is the tireless mental activity, which is commonly called games and fun."
The game story, the presentation of training or any other challenges in the game form, first of all, serve to attract a child to activities, creating positive motivation (Recall the example of D. B. Elkonin (1978) about his daughters, categorically refusing to have a manna porridge and with The pleasure of her kindergarten flying in the game), the withdrawal of fears, including fears for training activities, a new situation and people, facilitate the adoption by the child learning (correctional and developing activities) and ensure optimal conditions for its implementation. "The child, wanting, performs, thinking, acts." Training in the conditions of an imaginary situation makes the child feel the "source" of training. The dive of the baby with another non-deformed gaming activity into an imaginary situation, on Wednesday, older playing children affects its closest development area, contributes to the transition of the child to the next age stage. In adolescence, an imaginary situation becomes a means of understanding their own relations and emotions, but also a way to idealize the image "I".
The game stimulatesresearch behavior,directed on the search and acquisition of new information. Stimulateddevelopment of cognitive abilitiesobservation, intelligence and curiosity. Creating imaginary situations, the child has the ability to movespace and time- Therefore, spatio-temporal functions are developing.
There is data on the relationship of the features of the game in preschool age with the formation of reading skills in elementary school. It is shown that children who are not interested in reading, less than successful schoolchildren played to school with their peers outside the house, have been working less than the time for board games, folded pictures and engaged in artistic creativity.
In the game situation is formedmore complex organization of movements,new movements are reproduced and improved. The game (especially collective) successfully contributes to overcoming motor disbuits from neurotic children (Spyivakovskaya, 1981).
The new stage of development goes to the game andspeech activities.The child acts with the values \u200b\u200bof the objects, leaning at the initial stages of the development of the game on their material deputies - toys, and then only on the word-name as a sign of the subject, and the actions become generalized actions accompanied by a speech. The game situation creates the renaming of the subject, and then playing. There is a so-called "role-playing speech" (D. B. Elkonin), determined by the role of the speaker and the role of which it is addressed. It best proves the experience of experimental formation of a plot-role-playing game in mentally retarded children: as the role of role-playing behavior, children became richer and diverse in their functions: planning speech and speech as a means of an emotional attitude to subjects (Sokolova, 1973). The role-playing game in the puppet theater helps children with stuttering to overcome speech defects.
Active gaming activity with divorced values \u200b\u200bis developing imagination and increasescreative potentialchild, as the child in its own way converts the environment, which often leads to new, unconventional results.
The game translates thinking child on a new, higher step. The game forms the ability to abstract thinking, generalization and categorization due to the fact that the child's gaming actions are abstract from a particular subject and acquire a coated, generalized character. From deployed actions to mental actions, their burdens and conclusions - such is the way to form abstract thinking in the game.
Roleplay is developingarbitrary attention and arbitrary memorythrough the desire to understand and best reproduce the internal content of the role and all the rules for its execution. These cognitive abilities are of paramount importance for successful school learning.
The game is formedself-conscious child - identification abilitythrough identifying yourself with a way or role in a figurative or plot role-playing game, with other participants of the game in the game with the rules or with other characters or with the audience in the director's game. Identification ensures the formation of interpersonal decentration and arbitrariness. From identifying yourself with another, the child in the game goes to the separation of oneself from the other. Through a game position (role) a personal position is formed, the ability to see himself from the position of another, the desire to take another position, motivation to achievements.
The formation of the ability to decentrate in the game is a prerequisite for the socialization of the child, and the cognitive ability of the child becomes the base of it. The game is the best opportunity for the harmonic association of learning and developing a child.
"Covering to be leading activities, one or another type of game turns into the form of organizing the life and activities of the child. In this capacity, the game has another value, another place in the life of children, makes another contribution to their mental development. In this and only in this capacity, the game can be a means of learning, a means used to organize and provide an educational process, a means applied in a psychocorrectional pedagogy, etc. " (Kravtsov, 2001, p. 299).
At any stage of development, in any form, the game contributes to the intellectual, emotional and moral development of the child.
Task for self-test:
1. Choose verbs that most adequately reflect the meaning of the game.
A. teaches, forms, changing, brings up.
B. Plays, checks, punishes, encourages
B. Rises, develops, integrates
ANSWER. BUT.
2. What kind of cognitive processes are developing in the process of the game in children of younger school age?
A. Arbitrary memory, random attention, abstract thinking
B. Inclusive attention, involuntary memory, thinking
V. Speech, training skills, creative abilities.
ANSWER. BUT.
Question 2. Formation of arbitrariness in the game.
L. S. Vygotsky called the game "School ... arbitrary behavior."
Under arbitrary behavior is understood as "behavior carried out in accordance with the sample (regardless of whether it is given in the form of actions of another person or in the form of the rules already distinguished) and controlled by making a comparison with this sample as a reference."
The game contributes to the awareness of itself as a subject of action, forms an understanding of freedom and prohibitions, differentiation of their will and someone else's. The plot of the game rebuilds for the child the internal psychological meaning of the executed / unnecessary action. The game has a new psychological form of motifs: unconscious affective painted immediate desires turn into a game in generalized, partially conscious intentions.
Initiative as the ability to act, based on its own motives, is the most important component of arbitrary behavior. The second component isremove situations of gaming action ("I want" and "necessary"). An important factor in the formation of arbitrary control and regulation is the desire to earn adult approval.
A special role in the development of arbitrary behavior belongs to the plot-role-playing game and the game with the rules. The role of an adult, which the child takes on, regulates actions with objects and relationships with other children in accordance with their roles. Having assumed a certain role, the child is guided by its rules and subordinates its impulsive behavior of the implementation of these rules (obligations). Any role is not only a given way of action, but also the braking of some desirable for a child at the moment of impulsive actions, because they are prohibited by the rules of the game. In the course of such games in children begins to manifest a volitional restraint
D. B. Elkonin experimentally allocated four stages of formation of submission to rule in a role-playing game as a central kernel by a child's role:
- The rules are absent, since there is still no role yet, and the behavior of the child is subordinate to impulsive desire;
- The rule is not yet explicitly, but the direct desire is wishes in case of conflict;
- The rule clearly acts as a role, but still does not determine behaviors. When specifying a violation, the error in the execution of the role is immediately corrected;
- Behavior is fully determined by the rules of the game, which always defeat the impulsive situational desires of other actions.
The game with the rules leads to the emergence of schematic plans that give the prospect of the actions of each participant of the game. The more unfolded the game, the more rules in it that applies to an increasing number game moments: Rolelike relations of children, values \u200b\u200battached to toys, sequence of the plot deployment. The role relations in the game reflect the real interpersonal relationships of people whose roles are performed by a child.
If you can win in the competition, only obeying certain rules, then the fulfillment of these rules becomes not only understandable and justified, but also pleasant.
Arbitrary behavior control is gradually replaced by automated forms of control. External rules become internal ideas of how to behave in a certain situation. The formation of arbitrary regulation of its activities is an important component of the child's identity development.
At the same time, the high level of arbitrary regulation in the game, as a rule, does not correlate with those in everyday life (retention and execution of instructions of an adult) due to the non-formation of the oversight position in the younger school age, associated with the insufficient maturity of morpho-functional brain systems providing Regulation and control of activities
Meanwhile, the beginning of school learning makes increased requirements for the formation of arbitrary regulation of activities
Gaming activities are best contributes to its formation, because every game is the test of will, the action "on the line of the greatest resistance" (according to L. S. Vygotsky) and, thus, the school of volitional behavior and, therefore, the personality school. "The game gives the child a new form of desire, i.e. teaches him to desire, relate to the fictitious" I "(i.e. by role in the game and its rule), i.e., the game is possible the highest achievements of the child who tomorrow It will become its middle real level, his morality ... Action in an imaginary field, in an imaginary situation, the creation of arbitrary intention, the education of a life plan, volitional motives - all this arises in the game and puts it on the highest level of development "(Vygotsky, 1978).
Task for self-test:
- What is understood under arbitrary behavior?
A. Behavior carried out in accordance with the sample and controlled by mapping with this sample as a standard.
B. Attitude towards its own abilities and opportunities, an adequate attitude towards evaluating themselves by other people, the ability to see the way to success.
B. The purposeful system of consistently performed actions performing the practical contact of the body with the surrounding conditions.
ANSWER. BUT.
- Indicate the main components of arbitrary behavior.
A. Cognitive activity, interaction and cooperation;
B. Passivity, actions to indicate an adult;
B. Initiative, understanding the situation of gaming action, the desire for adult approval
ANSWER. IN.
Question 3. Requirements for the organization of children's games.
A two-position function should be provided in the game: a combination of situational (imaginary) and overstitative (semantic) position. Otherwise it will not be a game, but actions by the rules. It is also important, according to E. E. Kravtsova, to switch the attention of children from the procedural side of the game to emotional identification with one or another hero, a character, partner, friend. "... to be a doctor, you do not need to do so much or listen to the patient how much to feel like a doctor who cares about others, wants to help weak, etc." .
For the implementation of the two-position, the moment of competition, winning / losing, awards acquires paramount importance. At the same time, children should not teach children to constant success in the game through the concessions, "giveaway" systems in the game, which are necessary at the initial stage of the formation of motivation in the game, but become harmful when they are excessive. The ability to adequately perceive the loss is for the child prevention of stress with failures in the future. On the other hand, if the same child is constantly won in the group of players, it forms envy and refusal to play in the rest. Therefore, for a "weak", a competitively unable child is preferable to an individual game and a competition with themselves. In any case, he needs approval, encouraging, positive success experience to preserve faith in their strength and opportunities. Humming up a child, we give him a new impulse to achievements, and the censure may prevent even available opportunities. And it is equally fair both for games in a correctional and educational group, and for games at home with the parents of the baby. A. S. Svivakovskaya offers a welcome encouragement when the award (chips) is given not only for the correct implementation of the whole difficult game action, but also for the correctly performed its stages.
In the correctional and developing learning, the question oforganizations of didactic games.Students get acquainted with each new didactic game under the guidance of the teacher as follows: the teacher says (or reads) as the game is called. Then he introduces children with objects (materials) with whom they will have to deal during the game. This moment is important psychological importance, since it must create in children a corresponding psychological attitude, which will help them to carefully listen to the rules of the game. They must be formulated briefly, accurately and clear. The teacher himself decides whether there is a need to give students a more complete explanation of the game in combination with the display of part (or entirely) of the game action. It should be welcome if children participate in the discussion of the rules of the game or offer their modifications, do not forget to praise children for all that new that they came up with. Then the game begins. The teacher controls the rules to be followed. He can participate in the game as a lead or as a simple participant on the general basis. The game is estimated in accordance with the results obtained and with how the rules of the game are respected by participants.Promotion always must prevail over the censures and prohibitions. Recall the call of Janusha Korchak: "Do not suppress, but to remove." None, even minimal, achieving every child should not be left unnoticed.
The game should not be too long todo not cause suggestions and fatiguechild. Sitting games must be alternating with pauses filled with active motor exercises. Increased nervous and timid children should not immediately include in the group game: if you give it the opportunity to just sit and watch others, an experienced teacher will soon notice that the baby is ready to join the game.
Children coming to correction classes, as a rule, have low neurodynamic indicators of mental activity that can be manifested in the game. If they donate them, rushing, it not only does not speed up the game, but can destroy it.
Watching the game of children or together with them the game can help parents and teachers form theireducational position corresponding to the current level of developmentchild. The effectiveness of this position is provided by its dynamism, that is, when organizing each subsequent game, it is necessary to take into account all the achievements or difficulty of a child in previous games. At the same time, game tasks must be somewhat ahead of the reached by the child, focusing onthe zone of its nearest development.
Number of participantsthe didactic game may vary from one child (competing with its previous result) to the numerous group. The number of players does not determine the quality and effectiveness of the game. In a group of two people, a game can achieve a high level of development, and in a more numerous group stand at a lower level.
If the didactic game is collective, the question associated with its assessment is solved with the participation of all players. The teacher is also developing the skills of students to self-organization: unites them for the game, teaches the right items to distribute themselves, choose a manager when necessary, obey the rules of the game. The teacher must encourage the skill of students themselves to organize the conduct of didactic games, their desire to come up with their own, original game. Playing with children, teacher (parent) must alternate simpler and more complex tasks in order to give rest to the child and maintain persistent motivation to participate in the game throughestimation of satisfaction from victoryin the previous game. Sometimes it is useful to warn the child about what will be more difficult gameIn order to train his ability to concentrate their own efforts. It is important that the didactic games would not turn into coercion, training. Their effectiveness, first of all, depends on the motivational inclusion of the child in the game, pleasure from it. The formation of the ability to assimilate the new knowledge, the possibilities willingly and purposefully absorb it more importantly in correctional and developing learning than the knowledge itself of the new rule or the ability to apply it. This ability will help the child at school do not mechanically memorize the information offered at school, but consciously absorb it, including in the concepts and skills previously formed in the game.
Leading importance in the organization of gaming activities belongspersonality teacher(psychologist, parent) holding the game. They need to "develop the ability to hear the child." "Ease, patience, tact are the basic requirements for the behavior of adults who have assumed the work of the leadership of the children's game. Feel free to play a child. If you have taken a play role, give your voice appropriate intonation. Do not interrupt a sharp game, do not forget that children are not capable of rapid switching. If your way out of the game is needed, you will beat it. Well, let's say, your store closed for lunch or doctors caused a patient to visit. Playing with a child, manifest your adult fantasy. " To do this, it is necessary to educate and develop creative abilities of the teacher (educator), allowing it to create and maintain an imaginary situation. "Imaginary adult will be able to create conditions for the development of the child's imagination." At the same time, in the creation of children and teachers (parents), it is desirable that the child acts as the chief organizer of the game, and an adult - as its active participant.
Pedagogue, conducting correctional and developing classes with problem children, it is necessary to be closely with the parents of the child who should be at home to fix the knowledge and skills formed in the classroom. To do this, it is necessary to train parents to use gaming interaction, which, according to A. N. Korenev (2004), in particular includes:
- manifestation of active emotional and speech interest to the playing actions of the child;
- the formation of the ability to join the game, without depriving the child's initiative;
- manifestation of the position of the partnership as physically (sitting on the carpet to the child) and psychologically (to divide the importance of game tasks and actions);
- the formation of the ability to keep a dialogue in the process of the game in the situation of "divided attention" (focusing on the general plot of the game) and consistency with the child's replicas.
"Proper to lead the game- it means to influence the game in the interests of the full mental development of the child.But at the same time it is necessary to understand the logic and patterns of the development of the game itself. Otherwise, by ignorance, we can reinforce some unwanted forms of behavior or careless intervention to destroy the outlined positive moments. "
In addition to understanding the logic of the game, it is also necessary to take into account the individual characteristics of the child. Therefore, much attention should be paid to the differentiation of material, procedures and tasks in gaming activity in the age of players and the level of their knowledge and ideas on the studied sections and regions.
The organization of group classes with children is largely determined by their age, on which not only the degree of cognitive development depends on, but also the level of child's communication, and, accordingly, the nature of behavioral violations in the event of the unoccupiedness of this level.
Task for self-test:
1. What could be the number of participants of the game?
A. 1-2.
B. 5.
At any
ANSWER. IN.
2. Gaming tasks must navigate ...
A. Zone nearest development
B. The level of actual development
ANSWER. BUT.
3. What does the concept of "two-position in the game" mean?
A. A combination of situational and overstitative position;
B. Imaginary position
B. Meaning position
As a result of mastering the material of this chapter, the student must: know
- The main concepts and theory of the game of children;
- the structure and content of the game of preschoolers;
- stages of the development of the role-playing game; be able to
- analyze the effect of the role-playing game on various sides of the psychic development of the child;
- Analyze the specific indicators of the game of children (gender, age
own
- the parameters of the guide to the children's game;
- criteria for analyzing the developing potential of toys.
General characteristics of game activity and game theory
The United Nations Convention has proclaimed the game universal and integral child's right, legislatively allocating the primary importance of the game for natural child development. The central problems of research role-playing games are two: how the game of the child affects his future adult life and as an adult can affect the playful activity of the child, thereby indifferent to the trajectory of its general mental development.
The value of the game in the life of the child has long appreciated the world community, creating in 1961 the International Association for the Protection of the Child's Rights to the game (IPA). And in 1977, IPA published Declaration of the right of a child to the gamewhich determines that children are the basis for the future, and the game is an integral part of this basis:
- - Children played and play in all cultures and at all times;
- - the game, as well as the basic nutritional needs, health, safety and education, is vital for the development of the potential of any child;
- - The game is a means of communication and self-expression, uniting thought and action; The game gives a sense of satisfaction and success;
- - game instinctive, arbitrary and spontaneous;
- - The game helps children develop physically, intellectually, emotionally and socially;
- - The game is a way to learn to live, and not just a pastime.
Federal State Standards preschool education The Russian Federation as a basic principle determine the need to implement the program of pre-school education in various activities, mainly in the game, the leading role of which is emphasized and fixed by standards.
The game is such an activity in which the social relationships between people outside the conditions of direct utilitarian activities are reconstructed.
The game permeates society, culture and language, it reveals a variety of aspects of human life - psychological, pedagogical, ethnographic, sociological, historical, which attract the attention of specialists of the most different profile. The author of the famous cultural research game Homo Ludens' ("Man Playing") Netherlands J. Haying assesses the game not only as the greatest achievement of culture, but also as its primary source and analyzes the game as fundamental activities 1.
In modern psychology, the game is explored mainly in its social, actually human content associated with communication, socialization and norms of relationships between people. Throughout the history of the development of psychological thought, many famous researchers appealed to the problem of the game. The basis of its theories they set various understanding of the origin and the content of the game in the development of children. The main approaches to the study of the game can be represented in the following summary form (Table 5.1).
Table 5.1
Basic approaches to the study of the game
|
Fiction game |
Purpose of the game |
Mechanism of the game |
||
|
Biological |
Spencer, theory of excess forces |
Interior |
Discharge |
Psychophysiological manifestations |
|
S. Hall, the theory of weakening |
Congenital phylogenetic atavisms |
Weakening instincts |
Biogenetic |
|
|
exercises |
Natural desire for self-development |
Workout psychic |
Imitation, training skills |
|
|
3. Freud, the theory of deposits |
The desire to meet the needs |
Mastering entrepreneurs and emotions |
Symbolic satisfaction of needs |
1 See: Hasing Y. Homo Ludens. M.: Progress tradition, 1997.
|
Fiction game |
Purpose of the game |
Mechanism of the game |
||
|
Biological |
F. Boiten - Dike, Theory of Velitions |
Attraction for liberation and merger |
Relationship with Wednesday |
Dynamics of the behavior of a young organism |
|
A. Adler, compensation theory |
Attraction to power |
Overcoming natural weakness |
Replacing customer satisfaction |
|
|
K. B Yul EP, the theory of pleasure |
Functional pleasure |
Forming forms of behavior |
Excessive plasticity of the body, excess energy |
|
|
B. Stern, convergence theory |
Special instinct games |
Coordination of instincts and medium |
Premature ripening abilities |
|
|
Culturological |
I. Schiller, Aesthetic |
Aesthetic feeling |
Spiritual development |
Consciousness of convention, duality, visibility |
|
J. Hasing, Cultural |
Public relations |
Form of creativity |
Competition or display, dramatization |
|
|
Psychological |
V. V. Zenkovsky, Emotional theory |
Emotional experience |
Development of feelings and fantasies |
Active understanding of social inheritance |
|
J. Piaget, theory of two worlds |
Congenital desires |
Development intellect |
Assimilation of the ideas about the world around |
|
|
L. S. Vygotsky |
Generalized undinnable |
The emergence of a sign function |
Mastering social relations |
|
|
S. L. Rubinstein |
Specific |
Development of the motivational sphere |
Experience of significant aspects of reality |
|
|
D. B. Elko, Social |
Communication with adults |
Formation of higher needs |
Simulation of social relations |
Cultural approach. Dominated over the centuries a look at the games of children as a useless pastime was first questioned by the German poet and philosopher F. Schiller. Back in 1795, in his "Esthetical Education Letters" Schiller analyzes game experience through the aesthetics category And lays the basics for the cultural understanding of the game. The phenomena of gaming life it interprets as manifestations of aesthetic and spiritual life of a person. The philosophical analysis displays the dual character of the game as a special aesthetic state of the spirit. A child playing with a wand, aware that it is not a sword, but behaves like that if this wand was a real weapon. Duality opens the ability to reflect the conventionality. The game with aesthetic position is determined by consciousness of convention, visibility.
In the 1930s. Another cultural concept appeared, the author of which I. Haseing gives the game such a fundamental importance, which considers it possible to evaluate the meaning of culture, its content and sources of occurrence through the concept of the game. Hasing considers meaningless analysis of the game from a utilitarian point of view. The assumption that the game serves some external goal (training, relaxation, sublimation, etc.) is not able to explain the game. Only recognition of the integrity of the game and its primary (for itself) significance, according to Heising, can shed light on its origin and content.
The cultural approach to the game is not reflected in the statement that among different species The cultural activities of the game occupy a privileged place, and in understanding culture as a form of the game: culture is initially played. Culture in its best samples is rooted in the game and only through it can develop. With this position of Hasing, the following signs of the game allocates:
- - certainty of the boundaries of the place, time, meaning;
- - orderliness, voluntary following rules;
- - the obligation of rules;
- - No material benefit or need.
Biological approach. Supporters of the biological approach have sought to give the overall interpretation of animal games and children, finding common roots in them. These theories sought to answer the question of what the evolutionary meaning of such "non-serious" behavior as a game. In the second half of the XIX century. The problem of the game was interested in English philosopher in Spencer. He focuses on biological uselessness and the alarm of the game. The game arises, according to Spencer, where serious activity is not needed, and the cause of its occurrence is the excess energy of the body, the remaining unclaimed. The game is understood as absolutely impulsive activity directed to the discharge of energy. For Spencer, it does not matter the content of the game, nor its shape. Obviously, the biological approach reduces the game to psycho-physiological manifestations.
Spencer illuminated in his theory only some of the problem. Indeed, animals, children and even adults feel the need in motion and the desire to throw out the accumulated energy in free, emotionally painted activity. But a natural question arises: Does all the games of children can be described through the spending of forces? The game itself is often the source of activity.
IN theories of weakening American psychologist S. Hall tied the theory of the game with a biogenetic law, according to which the individual development (ontogenesis) repeats the stages that the genus passed in its development (phylogenesis). The function of the game, according to this theory, is to weaken the lower instincts of a person, giving them the opportunity to manifest themselves in the game. The child builds castles from sand and shoots from Luke, repeating in its development the behavior of prehistoric ancestors. Before disappearing as atavisms, lower instincts should be discharged through gaming activity.
Grenville Stanley Hall(1846-1924) - American psychologist, one of the founders of pedology, representative of experimental pedagogy. In 1883, he founded the first laboratory of the experimental study of the psyche of the child, thanks to which the huge empirical material was assembled, describing the patterns of ripening in different ages. Hall is the author of the theory of recapitulation as an application of a biogenetic law in psychology: in the ontognesis of psyche - there is a brief and compressed repetition of phylogenesis of the psyche.
The biologization of the mental development of children was later subjected to fair criticism in the works of K. N. Kornilov, L. S. Vygotsky and D. B. Elkonina.
development in childhood. The second approach suggests the presence of a transformative potential in the game, which allows the child to master through the game with their entrepreneurs and emotions, change them and send them to the line that Specifies the principle of reality.
According to Freud, the child's game, in essence, is only a form of care from reality or the form of prohibitions bypass, which imposes a society for direct satisfaction of the initial impositions. The game is assessed by Freud from the standpoint of biological origin and ideas about childhood as a period of continuous conflicts and mental injuries that impose an indelible imprint on the identity of the child.
German psychologist and philosopher V. Stern shares the position of biologyism and allocates in the game her exercise functionallowing you to form in such forms of the child's behavior, which will be in demand later, in adulthood. By supporting the traditional opposition of the game and work, highlighting its free, unconsciousness and external focus, the Stern pays attention and processes of consciousness in the game, and more specifically - manifestations of children's fantasy. He understands the fantasy of the child as a stage of the liberation of images from directly connectedness with the outside world.
Simultaneously with the Stern, the same ideas expressed the Austrian doctor and psychologist A. Adler, formulating his compensation theory. Adler characterizes the game as an opportunity to feel strong in opposition to the natural weakness and helplessness that the child is experiencing.
Psychological approach. A domestic psychologist, theologian and philosopher V. V. Zenkovsky saw his task in the psychological analysis of the game, considering it "the starting point for explaining the children's psyche". He was one of the first to raise the question of the function and source of children's game, distinguishing these concepts, and allocated the social content of children's games as a means of gaining full of human relations. Stressing the original value of the game, Zenkovsky immediately separates the problem of the game in children from the game of animals and addresses its fantasy side. He writes that even in cases where the child plays with a real object, he transforms it by endowing the imaginary properties 1. In the work of Fantasy, Zenkovsky highlighted, first of all, not an mesmerous or cognitive component, but emotional, believing that the feeling was found in the image. If the "cognitive thinking" is directed to the processing of perceptions, then "emotional thinking" through fantasy processes our emotional experience, contributing to understanding and assimilation. At the heart of the imagination, according to Zenkovsky, there are emotional experiences, therefore, the "mental root" of children's play through the fantasy function is an emotional sphere. The game is necessary to solve the problems of the child's emotional life and is born from children's experiences and feelings.
Vasily Vasilyevich Zenkovsky(1881 - 1962) - a philosopher, psychologist, a theologian, was a conductor of Russian religious thought in psychology and pedagogy and consistently defended the idea of \u200b\u200ba holistic personality in the unity of intellectual and emotional spheres, rational irrational regions. Professor of Kiev University, and after emigration - head. Department of Philosophy and Dean of the Svyang-Sergiev Spiritual Academy. The author of the periodization of child development on the basis of the "hierarchical constitution", i.e. Changes in the three main spheres of personality: body, soul, spirit. The most significant works are: "Childhood Psychology", "On Russian Philosophy and Literature", "The problem of mental causality".
In general, the theory of the game of Zenkovsky can be described as emotional. The possibility of understanding the social space is laid in his emotional experience, rapprochement with social life, which includes morals and norms, actions, the course of life and the relationship of many people. However, the characteristic of the Zenkovsky object of the game as "insecited plexus of real and imaginary", and the game itself, as a "combination of movements with a fabul" emphasizes the importance of fantasy, but does not disclose the problem of the interrelation of the child's psyche with the world around the world. In addition, the idea of \u200b\u200bthe mechanism of fantasy work as empirical concretization of an indefinite primary feeling and ideas about the emotional transmission of a child in the game are an idealistic look at development.
Swiss psychologist J. Piaget saw a manifestation of a unique, qualitatively peculiar world of the child built on special laws other than the laws of the world of adults. The world of the kid is auticious, and consistently forming thinking becomes a guide to the world of adult logic for a child. According to theories of two worlds Piaget, the subjective world of desires under the pressure of the real world of adults is divided into the world of reality and the world of the game, and the autistic thinking of the child is replaced by egocentric.
Piaget emphasizes the symbolic character of the game, but this symbolism sinnotician. Not dismembered, not developed, but is characterized by mixing and inorganized merging of individual components: autism and logic. The symbolic game becomes a peculous bridge between sensing circuits and operational intelligence. The symbolic game occurs differentiation of the symbol from the subject or action, the value is separated from the thing 1. As a leading mechanism for the development of the game, the Piaget allocates the assimilation mechanism, which it determines as follows: "Mental assimilation is the inclusion of objects in the scheme of the behavior that themselves are nothing more than any of the canal action with the ability to actively reproduce." In the game, the child assimilates the world Under itself, adapts him to his understanding of the world order. Even conflicts generated by restrictions that adults impose on the behavior of the child are assimilated (transformed).
Principal contribution to the development of ideas about the game was made by L. S. Vygotsky. He approached the problem of the game from the position of the analysis of the development of higher mental functions, the emergence of which connected using a sign function. Understanding the symbol in the game is to be able to produce a certain action with a replacement item.
Understanding the game as leading activities of preschool age, Vygotsky analyzes the game through the needs of the child, encouraging him to activities and affective aspirations. In preschool age, new, unique needs, peculiar motives arising, asking a new direction for the development of the child and determine the need for gaming activities. The game is born, according to Vygotsky, when they appear unrealizable immediate needs. Generalized, unpleasured affects, folding in preschool age and system-oriented relations with adults can only be resolved in an imaginary situation and lead to the birth of the game.
Sergey Leonidovich Rubinstein(1889-1960) - Soviet psychologist. The scientific interests of Rubinstein were concentrated around the methodology of general psychology and psychology of thinking. Made a fundamental contribution to theoretical studies of psychology of emotions, pedagogical psychology, interpreted the history of psychology. One of the first laid the foundations of the activity approach in domestic psychology.
The most significant works are: "Basics of Psychology" (1935), "Basics of General Psychology" (1940,1946).
The allocation of an imaginary situation as a fundamental feature of the game fundamentally distinguishes the approach of voiced from classical theories. The discrepancy between the visible and semantic field appearing in preschool age allows the child to create an imaginary situation that is an indispensable condition for gaming activities. In an imaginary situation, through the adoption of the role of an adult, unrealizable trends are implemented in the game form. Faithfully, Vygotsky considers the game in the unity of its affective and cognitive components. Affective motion contains the impact of an imaginary situation that develops due to the symbolic function 1.
Polemizing with Vygotsky, S. L. Rubinstein critically appreciated the idea that the transfer of values \u200b\u200bin the imaginary situation is the source of the game. Rubinstein considers such an analysis of intellectual and limited analysis, since the database of the game remains the diversity of the child (early forms of the game), where the imagination does not give the situation with conventional.
Rubinstein himself examines the game as a special type of activity, the attitude of the person to the surrounding reality through its understanding. The unity of the motive and goal in gaming activity is the most important characteristic. The motives of the game, according to Rubinstein, determine its essence and concluded in the diverse experiences of the parties of reality, important for the child: "The game is alien to the mercenary casuistics of mediation, by virtue of which the action encourages some side result, out of direct relationship to the subject to which it directed. Only actions are performed in the game, whose goals are significant for an individual in their own internal content. This is the main feature of the game activity and this is its main charm and only with the charm of the highest forms of creativity, comparable.
The role of the game in the mental development of the child Rubinstein limits, stressing the importance of the non-game daily domestic activities of the child aimed at mastering the rules of behavior and inclusion in the life of the team.
Pavel Petrovich Blonsky (1884-1941) - a domestic philosopher, an antique philosophy specialist, a psychologist, teacher, creator of the theory of pedology. He led the Moscow Academy of Folk Education, in 1930-1941. Worked at the Institute of Psychology. A number of studies have dedicated the possibility of developing a system of education under socialism. Wide fame in the USSR and abroad acquired after the exit of the work "Labor School" (1919).
Most significant work: "Plotina philosophy" (1918); "Pedagogy course" (1916, 1918); "Pedagogy" (1922-1926); "Basics of Pedagogy" (1925); "Pedology" (1925); "Psychology" (1919).
Views on the game in pedagogy and psychology of the 1930-1940 period. There were no homogeneous. Russian teacher and psychologist P. P. Blonsky, recognizing the priority meaning of the game in the development of the preschooler, has reduced the game to work and art, denying the presence of some unique, actually gaming content.
Maria Montessori (1870-1952) - Italian teacher-Humanist and philosopher. The author of the pedagogical system for the development and rehabilitation of mentally retarded children, director of the Orthofersnic Institute for Teachers Preparation for Mental-Red Children, subsequently the author of the unique autodidactic development environment for healthy children, sensory, mathematical and linguistic doedactic material. He also dealt with the problems of experimental psychology and pedagogical anthropology.
The most famous works are: "Baby House" (1948), "Forming a person" (1949), "How to develop the internal potential of man (1948).
The famous French teacher S. Fren, critical evaluating the potential of the game, highlights the socializing opportunities for labor, considering that the game is consumed in the game that pedagogy has not yet learned to use it wisely. The game, being a pale copy of the world, only distracts the child from real life. We find a similar position from the Italian teacher and the doctor M. Montessori, who considered that adults seek to fill the world of children's game by primitive copies of real life in the form of toys and "ignite" a child in this world. The development of the world and social roles, according to Montessori, is not in games with plastic dishes and cardboard houses, but in real work. The predominant value of labor in the development of children compared with the game was emphasized by R. Steiner, P. Natorp, A. S. Makarenko and many other famous teachers.
Rubinstein S. L. Basics of general psychology.