Organization of games in teaching primary schoolchildren. Using games in teaching primary schoolchildren. Teaching primary schoolchildren: a universal tool – a game

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Moscow Department of Education

State budgetary educational institution

higher professional education in Moscow

"Moscow City Pedagogical University"

Faculty of Music and Pedagogy

Department of Vocal and Choral Conducting

Course work

The role of games in teaching primary schoolchildren

Sermyagin Arseniy Andreevich

Direction of training -

Teacher Education

(profile music)

(Full-time education)

Scientific adviser:

Ph.D. ped. Sciences, Associate Professor Guskova S.K.

Moscow 2013

Introduction

Chapter 1. Theoretical foundations of the game in the context of the learning process for primary schoolchildren

1.1 Children's play - a cultural phenomenon

2 Age characteristics of younger schoolchildren

Chapter 2. Using games in teaching primary schoolchildren

1 Possibilities of using the game in the process of teaching primary schoolchildren

2 Experience of using the game in teaching primary schoolchildren

Conclusion

Bibliography

Introduction

A child is a playing creature, his main activity is play, and it has great meaning for him. Play is the most accessible type of activity for children, a way of processing impressions received from the surrounding world. A child’s play always exactly corresponds to his development, age and interests. The game clearly reveals the characteristics of the student’s thinking and imagination, his emotionality, activity, and developing need for communication. It contains elements leading to the emergence and improvement of the necessary skills and abilities. Often, the game serves as an occasion to impart new knowledge and broaden one’s horizons. With the development of interest in the work of adults, in public life, in the heroic deeds of people, children begin to have their first dreams of a future profession and a desire to imitate their favorite heroes. All this makes the game an important means of creating adequate life guidelines for the student, which begin to form precisely in preschool and primary school age.

Studying in primary school is a difficult, crisis time for a child. He experiences several mental crises. The first of them, associated with the transition from visual-figurative to abstract-logical thinking, occurs at the age of seven. The second crisis occurs at the onset of puberty. Before school, the child’s main activity is play, because society does not assign him any responsible role. When entering school, the child acquires the social role of a student. This role gives him responsibilities, the need to be serious. This is also a lot of stress for the child. That is why you cannot suddenly change the child’s activities, this will aggravate the student’s stress.

Great potential prospects are laid in this age period diversified development child. Consequently, the school, as an educational institution, has a great prerogative in human development. It is necessary to provide both knowledge that a person can actually use in later life, and the appropriate education required of him by society. During the school years, an important process occurs in the formation of the child’s personality as a full-fledged social member of society.

And here an important role is played by the participation of children in games that will contribute to the development of their perseverance, give pleasure to self-affirmation, teach the child reflexive skills, and teach the ability to unite with a team in the name of a common goal.

The inability of teachers to assess the psychophysiological state of students and select appropriate forms and methods of teaching most likely leads to a decrease in the desire to learn, the emergence of a syndrome of disappointment at school, and for many students, the motivation to study their personality decreases with each grade. It is necessary to carefully consider the resources of children's play and study the conditions that allow it to develop the child most effectively and comprehensively. The game has didactic, educational, developmental, and diagnostic functions. These functions must be understood and mastered by teachers in primary schools in order to avoid the unsystematic and incorrect inclusion of games in pedagogical process.

Thus, one of the most important tasks of a teacher is the ability to design games in such a way that they contribute to the development of cognitive processes in younger schoolchildren.

All of the above determines the choice of the topic of our scientific research.

Purpose of the study: to identify the possibilities of using the game when teaching primary schoolchildren.

Object of study: game as a type of activity for primary schoolchildren. Subject: the influence of games on the effectiveness of teaching primary schoolchildren.

Research objectives:

To determine the possibilities of using the possibilities of games in the pedagogical process in elementary school.

Chapter 1. Theoretical foundations of the game in the context of the learning process for primary schoolchildren

1 Children's play - a cultural phenomenon

Dahl's dictionary gives us the following series of definitions of the word “play”: “Play (play) - joke, amuse yourself, have fun, amuse yourself, spend time having fun, do something for fun, out of boredom, idleness; make and extract musical sounds; imagine something, depict at the theater; flicker, move back and forth. Games (pl. games) - folk gatherings, gatherings for fun, amusement; races, wrestling; performances various kinds, for fun. A game, any performance, acting in a theater, in a booth, etc. " All these definitions are united by the general character of lightness, naturalness and freedom.

Thus, the state of play can be considered the most natural and simple state of a person. At the same time, the game is the simplest and closest way to a person to understand the surrounding reality, mastering various knowledge, skills and abilities. The game can perform a wide range of pedagogical tasks. To do this, the game must be rationally designed, organized and applied in the process of teaching and education. This requires a more thorough and detailed study of it.

E. Huizing offers the following characteristics of the game:

Access to the game is free, the game itself is a manifestation of freedom.

A game is not “ordinary” or “real” life.

The game differs from "ordinary" or "real" life in both location and duration. “Its flow and meaning lie within itself.”

The game establishes order and is order. The game requires absolute and complete order.

The game is in no way connected with material interest and cannot bring any profit.

Game is a unique phenomenon of universal human culture. In a game, like in no other type of activity, a person demonstrates extreme self-forgetfulness and activation of his psychophysiological resources. That is why it has been adopted in the system of professional training of people, that is why the game is expanding its boundaries and invading completely different spheres of human life.

Game as a cultural phenomenon performs a wide range of functions. Among them: teaching, educating, developing, socializing, recreational.

A common feature of play is that it is a voluntary and freely chosen activity that gives pleasure and has no utilitarian goals (it is a non-productive activity). In addition, this is a special modeling activity that reveals a connection with the real world (recreating real activity or relationships in it).

Childhood without play and outside of play is not normal. Below we will raise the topic of the mythical nature of a child’s worldview. For children, play is the highest manifestation of mythicality; it is a continuation of life, where fantasy is the edge of truth. Thus, depriving a child of play would be a violation of the principle of conformity to nature in learning.

As Leontyev writes: “Only in a play action can the required operations be replaced by other operations, and its objective conditions can be replaced by other objective conditions, while the content of the action itself is preserved. Thus, the child’s mastery of a wider, directly inaccessible circle of reality can only be achieved in Game".

Research by travelers and ethnographers, containing material about the position of a child in a society at a relatively low level in the history of development, provides sufficient grounds for a hypothesis about the emergence and development of children's play. The increasing complexity of tools, the transition to hunting, cattle breeding, and hoe farming led to a significant change in the child’s position in society. There was a need for special training for the future hunter, herder, etc. In this regard, adults began to make tools that were an exact copy of the tools of adults, but smaller in size, specially adapted for children. Games and exercises arose. Children's tools increased along with the child's growth, gradually acquiring all the properties of adult tools. Society as a whole is extremely interested in preparing children to participate in the future in the most responsible and important areas of work, and adults in every possible way promote children’s exercise games, over which competition games are built, which are a kind of exam and public review of children’s achievements. Subsequently, role-playing (or plot) games appear. A game in which the child takes on a role in accordance with some actions of adults. Children, communicating with each other, unite and organize their own special play life, which reproduces in the main features of social relations and the work activities of adults.

Considering the child’s actions in the game, it is easy to notice that the child is already acting with the meanings of objects, but at the same time relies on their material substitutes - toys. An analysis of the development of actions in the game shows that the reliance on substitute objects and actions with them are increasingly reduced. If at the initial stages of development an object is required - a substitute and a relatively detailed action with it, then at a later stage of the development of the game, the object appears through words - the name is already a sign of a thing, and the action - as abbreviated and generalized gestures accompanied by speech. Thus, game actions are intermediate in nature, gradually acquiring the character mental actions with the meanings of objects performed on external actions. The path of development to actions in the mind with meanings separated from objects is at the same time the emergence of prerequisites for the formation of imagination. The game acts as an activity in which the formation of prerequisites for the transition of mental actions to a new, higher stage occurs - mental actions based on speech. The functional development of play actions merges with ontogenetic development, creating a zone of proximal development of mental actions. IN play activity a significant restructuring of the child’s behavior occurs - it becomes arbitrary. Voluntary behavior must be understood as behavior carried out in accordance with an image and controlled by comparison with this image as a stage.

The game lays the foundation for the child to operate with images of reality, which, in turn, creates the opportunity for further transition to complex forms of creative activity. Imagination developed through play will manifest itself throughout life in any activity, even the simplest.

The game pays great attention to the development of the child’s communication abilities. The child reproduces the interaction and relationships of adults in the game, masters the rules and methods of this interaction. In joint play activities with peers, he gains experience of mutual understanding and learns to explain his actions and intentions, coordinating them with others.

In addition, the game develops all aspects of mental activity: memory, abstract thinking, attention, the ability to perceive parts as a whole and the whole in parts, etc.

Each game, depending on its general nature and the specific didactic goals of the teacher, develops the above personality traits to varying degrees.

In our work, we primarily consider a special type of games - didactic games. To be called didactic, a game must fulfill a number of requirements. Each didactic game should provide exercises that are useful for a person’s mental development. In a didactic game, there must be an exciting task, the solution of which requires mental effort and overcoming some difficulties. Didacticism in the game should be combined with entertainment and humor, since passion for the game mobilizes mental activity and makes it easier to complete the task.

Didactic games differ in educational content, types of cognitive activity and types of organization of the game process.

Experts have not yet identified a generally accepted clear classification of didactic games. There are different classifications:

J. Piaget showed play as a factor in mental development. In the structure of the game, he singled out an exercise, a symbol, and rules. Thus, games are divided into:

§ exercise games (sensory-motor) games;

§ symbolic (fictional) games;

§ games with rules.

K. Gross reviewed the games according to their pedagogical significance:

§ "games of special functions" - family games, hunting games, courtship games.

F. Frebel based the classification on the principle of differentiated influence of games:

§ mental games (mind development);

§ sensory games (development of external senses);

§ motor games (development of movements).

P.F. Lesgaft divided games into two groups:

§ imitation (imitative) - independent creative games;

§ outdoor games (games with rules).

V.V. Davydov distinguishes two types of children's games:

§ games with hidden rules - plot-role-playing games in which the rules are determined by the plot and role and are of a hidden nature;

§ games with open (fixed) rules - games in which the rules are created specifically and are a mandatory part of the game, setting its course.

S.L. Novoselova divided children's games into the following classes:

§ games that arose on the initiative of children:

Plot (role-playing, director's, theatrical);

Experimentation games (with natural and other objects of the surrounding world).

§ games that arose on the initiative of adults:

Educational (subject-based, plot-didactic, movement, musical, educational-subject);

Leisure (fun games, theater, holiday, computer).

§ games coming from the historically established traditions of the ethnic group:

Ritual (cult, family, seasonal);

Training (intellectual, adaptive, sensorimotor);

Leisure (games, amusing, entertaining).

ON THE. Korotkov’s classification of children’s games includes two main types with subtypes:

§ story games:

Individual;

Collective.

§ games with rules:

Chance games (success does not depend on the efforts of the players);

Games for physical competence (success depends on physical abilities, skills, qualities);

Games for mental competence (success depends on the development of attention, memory and combinatorial abilities).

2 Age characteristics of younger schoolchildren

The period of life from 6 to 11 years, the “peak” of childhood, is usually called junior school age. Since this period is primarily determined by the most important change in the child’s life - entering school.

From a physiological point of view, at this time there is intensive biological development of the body: skeletal and muscular systems, the nervous system, and the activity of internal organs. Increased emotional excitability and general restlessness of the child in this period are due to an increase in the mobility of nervous processes and the predominance of excitation processes. A major change occurs in mental development: the formation of voluntariness in the child begins (creating action programs, exercising control, planning).

At this time, a new type of activity appears and becomes leading - educational. But, despite this, play, work and other types of activities also have an impact on the formation of personality and the development of the child’s learning abilities.

Entering school is associated with the appearance of stress from the contradiction of the motives “want” (desires) and “should” (shoulds). The first can only come from the child, the second is more often instilled from the outside, by adults.

By the beginning of the school period, the child can already come up with rules for his games: “only this counts,” “you can only hit the ball with your foot, you can’t hit it with your hand,” “you can’t touch the ground.” The main task of development in primary school age is for the child to learn the ability to add his own meaning to the various rules encountered in life: rules of learning, rules of behavior, rules of communication.

When entering school, a child becomes extremely dependent both on the assessments and opinions of the adults around him and his peers. After all, the child begins to play a completely new social role for him, and a completely different burden of responsibility is placed on him than before entering school. This also creates conditions for the emergence of stress and fears associated with the perception of his personality by the people around him.

A.I. Zakharov writes about this: “if in preschool age fears caused by the instinct of self-preservation prevail, then in primary school age social fears prevail as a threat to the well-being of the individual in the context of his relationships with other people.”

Thus, one of the most pronounced emotions of this age is the emotion of fear. Often, due to fear of punishment, a child tells lies. If this is repeated, then cowardice and deceit are formed. In general, experiences at primary school age sometimes manifest themselves very violently.

Younger schoolchildren, as in preschool age, continue to demonstrate the need for active activities. They are able to play outdoor games for a long time, but cannot sit in a static position for a long time. They are also characterized by a need for external impressions. The younger schoolchild is primarily attracted by the external side of objects or phenomena or activities performed (for example, the attribute of the attendant - a red bandage on his shoulder).

The cognitive activity of a junior schoolchild is characterized, first of all, by the emotionality of perception. A book with bright pictures or a joke from a teacher - all this causes an immediate reaction in them. Younger schoolchildren are at the mercy of a striking fact. The images that arise from the description during a teacher’s story or reading a book are very vivid. Primary schoolchildren initially remember not what is most significant from the point of view of educational tasks, but what made the greatest impression on them: what is interesting, emotionally charged, unexpected or new. Imagery also manifests itself in the mental activity of children. They tend to understand the literally figurative meaning of words, filling them with specific images. For example, when asked how to understand the words: “Alone in the field is not a warrior,” many answer: “Who should he fight with if he is alone?” Students solve a particular mental problem more easily if they rely on specific objects, ideas or actions. The quality of information perception is characterized by the presence of an affective-intuitive barrier that rejects all educational information presented by a teacher who does not inspire confidence in the child (“evil teacher”).

The transformation of play during the transition from preschool childhood to the period of school childhood is based on the expansion of the range of human objects, the mastery of which now faces the child as a task. It is based on the child’s discovery of a new world, the world of adults with their activities, their functions, their relationships. A child on the borderline of the transition from object-based to role-playing play does not yet know the social relations of adults, nor social functions, nor the social meaning of their activities. He acts in the direction of his desire, objectively puts himself in the position of an adult, and in this case an emotional and effective orientation occurs in relation to adults and the meaning of their activities. Here the intellect follows the emotionally effective experience. The most important thing here is the importance of the game for the motivational-need sphere of the child. According to the works of D.B. Elkonin, the problem of motives and needs comes to the fore. Play acts as an activity that is closely related to the child’s needs. In it, a primary emotional-effective orientation in the meaning of human activity occurs, an awareness of one’s limited place in the system of relationships among adults and the need to be an adult arises.

Chapter 2. Using games in teaching primary schoolchildren

1 Possibilities of using the game in the process of teaching primary schoolchildren

“The game is a serious matter,” says Doctor of Pedagogical Sciences S.A. Shmakov, one of the greatest experts on the game and game interaction. The search for pedagogical situations in which the child’s desire for active cognitive activity can be realized is the main task of the teacher. This requires constant improvement of the learning process, which will allow children to more effectively and efficiently assimilate program material. The most important element of this improvement is the introduction and development of gaming methods in the learning process.

Studying the significance of play for mental development and personality formation is very difficult. A pure experiment is impossible here simply because it is impossible to remove play activities from the lives of children and see how the development process will proceed.

The teacher uses a variety of methods to influence students while participating in gaming activities. One method is to act as a direct participant in the game. With this empathy with the students for the joy of the game, he, unnoticed by them, directs the game and supports the initiative. The teacher may not get involved in the game, but he must direct the action of the game, preserve and protect its independent character, guide the development of game actions and the implementation of the rules. Thus, the teacher, unnoticed by the children, leads them to a certain result. A teacher can, for example, simply talk about an event, create and maintain a certain gaming mood.

The main task of the teacher is to open the spiritual riches of the surrounding world to the children of the game through establishing empathy between teacher and student (educator and pupil). In cases of similarity in the behavioral and emotional reactions of the subjects of the game, the roles assumed by adults in children’s games are implemented more easily. Thus, the only pedagogically competent status of any adult in children’s play can only be that of a partner. The teacher must be a direct or indirect participant in relation to the children playing. The game compensates for the student’s passivity in other generally accepted forms of educational interaction, and leads to true cooperation, partnership, and subject-subject types of interaction.

The teacher is a participant in the game only if he uses it purposefully and provides methodological guidance. This is an activity that regulates the ways of carrying out practical pedagogical activities in order to provide the players with leading ideas and achievements of theory, methodology and practice. The teacher and organizer of the game is obliged to formulate the goals and objectives of the game or gaming complex, clarify the ways and means of solving them, outline the stages of the game and the order of its organization, criteria and indicators of its effectiveness, identify methodological errors made during the game and carry out general methodological correction of the game process.

A single universal role of an adult in play cannot exist simply because children will not allow every adult into their games. The roles, positions, and status of adults in children's games will be different depending on the specific didactic goal, the level of trust of students in the teacher, the age of the students, and the level of their training in the discipline being studied. Next, we will identify several basic roles and positions.

From the point of view of evaluating the game, the teacher is able to occupy the following positions:

restrictive position. It stems from a conservative-protective attitude “no matter what happens,” from the desire of adults to maintain power over children and from the desire to protect themselves and children from the undesirable consequences of the unpredictability of games;

Permissive position. It arises from erroneous ideas about the freedoms of the child and from the desire to live with children without conflict, bribing them or buying off them. This is a position of passive neutrality, the reason for which lies in an indifferent attitude towards children and an understanding of the game as a “minor” phenomenon in their life. The position of a “reasonable middle”, meaning the search for optimal adult participation in the game;

position of active participation in the adult’s play in different roles.

Such roles may have the following assignments: direct manager and game organizer (leader). The direct leader can also lead the game, provided that the students accept him in this role. The host is the one who leads the game, which means he explains its rules, distributes roles and prepares everything that is necessary for the game.

Shmakov also identifies the following possible roles in the game:

One of the leaders of the game, responsible for some part of it or performing one of the leading roles;

Indirect leader of the game through assistants (adults or children);

Included role (consultant, expert);

Evaluative role (arbiter, judge, jury member);

Neutral role (observer from the outside, not interfering in the game);

Research role (experimenter, diagnostician).

Psychologists have proven that ordinary primary schoolchildren are quite capable, subject to adequate teaching methods, of mastering more complex material than that given under the current curriculum. To do this, it is necessary to teach children to learn without spending extra physical effort, to be as focused, attentive and assiduous as possible. That is why it is necessary to generate and maintain constant interest among students. Attention plays a great role in the educational process of younger schoolchildren. The learning process largely depends on how long the teacher can hold the attention of the children's audience. Many methods can be and are used for this purpose. Many of them are pedagogically inadequate in many ways, and many are not effective enough. The game method will stand out from all the methods of focusing children's attention as the most humane, natural for the child and exciting for both students and teachers. In games, primary schoolchildren learn to subordinate their behavior to rules, their movements, attention, and ability to concentrate are formed. During the game, the abilities that are necessary for successful learning at school are developed.

During the game, learning occurs unnoticed by students. After all, for them the game is a natural environment where they activate their internal resources to the maximum. In the game, the formation of a student’s personality and his advancement in development is carried out not through the perception of ready-made knowledge, but through his own activity, aimed at actively discovering new knowledge.

However, the game includes all the elements of educational activity:

A learning task (the goal is perceived by the student as personally significant and at the same time stimulates him to learn new material)

Learning activities (substantive and mental actions of students that give them maximum pleasure and are aimed at solving a learning task and actively discovering new knowledge)

Actions of self-control and self-esteem (the child can himself assess the level of his success in the game and feel his progress)

Stimulation for further educational activities (in the game, the student’s feeling of pleasure from participating and the feeling of success, if he or his team takes a prize, are an incentive for his further advancement along the path of knowledge).

It is also important to note that play at the turn of preschool and primary school years largely shapes reflection - the ability to understand not only one’s abilities, but also how these abilities will be perceived by others, and to structure one’s behavior taking into account their possible reactions. After all, it is through play that the most open and diverse communication with other children and adults, with the outside world occurs.

It is also effective to use games to create psychological comfort for an individual student or group. After all, such a pastime can relieve such a stress-forming factor that arises in the learning process as conflict and class disunity. The new nature of relationships between students that arises during the game will allow them to see their relationships with each other from a different angle. And the right team game can bring students together as much as possible. All this can be effectively used in creating an atmosphere at school and in the classroom that allows children to open up and feel “at home” at school.

The game includes:

Familiarizing children with the content of the game and the material that will be used in the game;

Explanation of the course and rules of the game;

Determining the role of the teacher in the game (his participation as a player, fan or referee). The measure of the teacher’s direct participation in the game is determined by the age of the children, their level of training, the complexity of the didactic task, and game rules determine the measure of the teacher’s direct participation in the game;

Direct execution of the game. The teacher carefully monitors the progress of the game and directs its progress (the degree of the teacher’s influence on the game is determined at the previous stage).

Summing up the game. Often, it is at this moment that it is determined whether it will be used with interest in the children’s independent gaming activities, since at this stage they can see the end point of all their efforts throughout the game and give the game their assessment.

An important task for a teacher is to learn to distinguish a real game from an imitation game. Often, a teacher, declaring that he uses games in teaching, in fact only creates a learning situation with extraneous elements (for example, toys that speak in funny voices). The game requires a conditional situation; in the game a person is both inside and outside game plot. For the player, the game situation is as significant as the real one.

To effectively use games in the educational process, it is necessary to follow certain rules for their implementation. It is very important that students are free from strong feelings and impulses that are not related to the game. It is necessary to carefully choose the time for playing and ensure that this time is not subject to influences stronger than the game. For example, it would be ineffective to hold a sports game while a major football match is being broadcast on TV; any game in the camp will be disrupted if parents should come to visit the children at this time. It is ineffective to run a game with a time limit hanging over it. Since it should always be possible to extend the playing time, provided there is a visible large pedagogical effect. It is also undesirable for the place where the game is being played to have strong distracting factors.

Also, the game should not take precedence over other activities that lead at a certain age stage. What is needed here is a pedagogically correct proportion of different activities. Of course, learning or socially useful work is not as attractive and bright for a student as a game. It is easy for a child to lose his sense of proportion and get carried away by the game. Despite the fact that play is a complete, autonomous, aesthetically most developed activity, it is also an activity of a preparatory, preliminary, exercise nature in relation to work and learning. Sometimes it is simply impossible to compete with the game of obligatory and boring activities, often inexpressively and not in accordance with the child’s psyche modeled by teachers. Games, compared to other types and forms of modern pedagogical activity, have gone through a much longer process of polishing. However, they should not occupy a self-sufficient place in the child’s life. There is a correct remark about this by M. Epstein, who believes that play in the lives of students and adults is a fundamentally transitional, intermediate phenomenon.

Also, in order for children to participate in the game, they need to know and understand the content that underlies its plot, program, and plot. He does not need to know all the intricacies of the content underlying it, but the main points should be familiar. In a game with rules, all the rules must be absolutely clear to him, otherwise she will not be able to achieve her goals. For adequate participation in role-playing games, a clear understanding of the characters of the characters portrayed by the child is also necessary.

Any game should be based on the child’s previous experience, since his participation in the game is directly dependent on his overall development. He imitates in games those phenomena, people, objects, actions that have the strongest influence on him, create the most vivid impression and which are understandable and accessible to him. In this case, of course, the individual characteristics and inclinations of the student are of decisive importance. If, in the process of playing a role in a story game, you monitor the child’s movements and speech, then an attentive teacher can find out what knowledge, skills and abilities the student has mastered previously. The student’s participation in games with ready-made fixed rules can show the level and limits of the student’s capabilities in a specific area of human activity, skills and abilities. A child, developing any plot, always introduces into it those purely playful conventions that create a game out of this activity.

The next rule for effective play is that the child must overcome internal or external obstacles. The basis of any interesting game will be the student’s overcoming himself or obstacles in the world around him in the process of achieving the game goal. Children will soon get bored with the game if the game results are very easy. Active, adventurous, creative people cannot be content with just establishing external connections in the game and imitating situations that captivate them. Children always need some kind of difficulty and obstacles in games. These obstacles are needed in order to give the right outlet for energy by overcoming them. It is not without reason that when assigning roles, many students are eager to get the most “difficult” ones, because it is these roles that provide the opportunity for active action and a burst of energy.

In light of the above, it is necessary to mention another factor in a successful didactic game - the competitive factor. The basis of many games is competition, competition, rivalry. Competition between students can give the game the necessary movement and give impetus to the development of the playing roles adopted by children. Without an element of competition, it is impossible to find out the results of the game and sum up the results. The competitive element forces children to show ingenuity and focuses them on creativity. To create an adequate competitive spirit in the game, it is necessary that the players have approximately the same mental and physical preparation, otherwise interest in the game quickly fades. For example, a soccer team is unlikely to play a second time against a team they beat easily. Also, a chess player will leave the table after the first game if he realizes that his opponent either does not know how to play at all or plays extremely poorly.

The next most important factor for a successful game is the presence of elements of humor in the game. It is at early preschool age that children begin to develop a sense of humor, they make fun of each other and laugh at these jokes, remembering them. Humor is considered one of the strongest pedagogical tools. After all, guys always really appreciate a good joke, general fun and laughter. Only comedies and cartoons can compete with adventure films and books. For example, elements of humor can be used in role-playing games in the name of something (building materials store “Lazy”, nuclear research center “AVOS”) in the sounds of roles (“just good guy", "academician"). The plot of the game itself may contain a funny situation. Also, rewards and punishments in games can have a humorous connotation (assigning the title of "pacifist" for the fewest hits in the game; issuing "epaulets" to the most active leader in the game) .Also adding interest and movement to the game can be the misunderstanding and confusion that arises as a result of the fact that objects, concepts and characters in the game are mistaken for something else.For example, in a mock battle, the “shooters” need to use a partner’s leg to shoot ; the largest guy in the class plays the role of a mouse, and the smallest girl plays the role of a king.

Another condition for the successful fulfillment of the pedagogical goals set in the game is the correct equipment and equipping the game with the necessary items, toys, and game attributes.

Below is a list of the most effective and applicable types of games for primary school age, “support” games:

1. Sports (team and group). Outdoor games and motor entertainment. Equal participation of healthy children, children with poor health, sick children, trained and unprepared children, trained and untrained is required.

2. Health-improving play activities regulate physical and mental stress, balance the general condition of children (Olympiads, sports competitions, cross-country races, relay races, track and field days, fun starts).

3. Tourist trips (hiking, water, cycling, mountain), tourist rallies and tourist games. They have great power in ethical education (rules of interaction in a group) and labor training of the child.

Military applied. These are paramilitary actions: war games and competitions, shooting competitions, forced marches, a militarized obstacle course, etc.

Ecological games. These are outdoor games, ecological trails, nature games and fun, communication with the natural and animal world, excursions and walks, recreational fun and entertainment.

Intellectual (subject, didactic, cognitive);

Technical;

Musical and rhythmic;

Handmade;

Logic games and exercises;

The above games, in addition to the tasks inherent in all games, also fulfill the task of searching and discovering the student’s talent in the field involved in this game.

Psychological test games. They allow the teacher, in a playful and relaxed atmosphere, to determine the temperament of students and, possibly, identify psychological problems.

Computer games. They can perform various didactic tasks depending on the content of the game, as well as perform recreational and communicative (online games) functions.

Role-playing games, theatrical games, plot, simulation, director's games, complex games, play holidays and competitions.

Holidays with cultural and entertainment programs, games that allow for the active inclusion of participants and spectators in festive and gaming activities. In addition to recreational and communicative functions, it can perform educational ones (themed holidays, for example, the Day of the Patriotic War of 1812).

Business, organizational and activity games, professional and career guidance games. Diagnostic games and tests. Allow students to plunge into the business adult world through play.

Technical, labor, design, inventive game creativity and handicraft.

Rehabilitation and correctional games, game therapy exercises. They allow the student to work on correcting any of his psychophysiological deviations in an unnoticeable and relaxed manner for the student.

Dramatic and musical creativity, artistic creativity of students (school theaters of various types, art studios, dance studios). Associations of music lovers. Video or photo associations. Dance and rhythm associations (discos, aerobics, rhythmics). All this, in addition to the recreational, communicative and educational functions, can make it possible to notice and reveal the student’s talent.

Expanding the repertoire of children's games at school, creating targeted game programs and chains. Conducting expeditions to collect folk games, folklore gaming material, and folk gaming customs will allow students to try themselves in the role of an ethnologist and historian, and can effectively perform a teaching function.

Organization of play towns, play libraries, playgrounds and recreation, thematic play visuals, play accessories. Accumulation of games and toys necessary for educational activities. Accumulation of sports and gaming equipment.

2 Experience of using the game in teaching primary schoolchildren

To study creativity in the process of play at primary school age, we conducted a study aimed at comparing creative abilities in students of two classes.

The study was conducted on the basis of 2 "A" and 2 "B" classes of Municipal Educational Institution Secondary School No. 12 of the Shchelkovo municipal district of the Moscow region.

The class teacher of class 2 "A" widely uses various kinds of games and game elements in the learning process. Unlike her, the teacher of grade 2 "B" uses more standard methods.

The mental basis of creative activity is imagination, which arises already in the preschool period.

The development of creativity is largely determined by the level of children's imagination. Therefore, we have selected methods aimed at studying the imagination and development of children’s creativity.

To solve the problems, we used the methodology of E.A. Panko "Invent a game". It is aimed at identifying the skills of younger schoolchildren to create a new game, formulate the rules of the game, distribute roles and anticipate possible situations. It aims to determine the ability to predict, anticipate and enable faster problem solving.

Instructions for carrying out:

The student is given a task for 5 minutes to come up with a game and talk about it in detail, answering the following questions:

What is the name of the game?

What does it consist of?

How many people are needed to play?

What roles do the participants play in the game?

How will the game play out?

What are the rules of the game?

How will the game end?

How will the results of the game and the success of individual participants be assessed?

In the responses of a junior schoolchild, it is not speech that is assessed, but the content of the invented game. In this regard, when asking a student, it is necessary to help him - constantly ask leading questions, which, however, should not suggest an answer.

To study schoolchildren’s ability to create new things and creativity, we used the methodology of E.A. Panko "Invent a game." The criteria for assessing the content of the game invented by the child in this method were the following:

) originality and novelty;

) reasonableness of conditions;

) the presence of different roles in the game for its participants;

) the presence of certain rules in the game;

) accuracy of criteria for assessing the success of the game.

For each of the criteria, the game invented by the student can be scored from 0 to 2 points. A score of 0 points means the complete absence of any of the five signs listed above in the game (the game is scored separately for each of them). 1 point - presence, but weak expression of this feature in the game. 2 points - presence and distinct expression of the corresponding feature in the game. Based on all these criteria and characteristics, a game invented by a schoolchild can total from 0 to 10 points. And based on the total number of points received, a conclusion is made about the level of fantasy development.

Conclusions about the level of fantasy:

points - very high;

9 points - high;

7 points - average;

5 points - low;

3 points - very low.

Table 1. Points obtained as a result of the methodology in 2 "A" class.

Last name, first name of the student	Number of points
Yukhnovich D.
Fedorova A.
Makarova A.
Gvozdeva A.		Very tall
Fedorova M.
Biryukov A.
Kozhemyako K.
Antonchik D.
Markushevsky P.
Kozlovskaya Yu.		Very tall
Staras M.
Kartovitskaya R.
Ponomarenko A.
Smolyak E.
Shumsky V.
Mayborodova E.		Very tall

Table 2. Points obtained as a result of the methodology in 2nd "B" class.

Last name, first name of the student Number of points Level of development of creativity in the game
Zhuleva V.
Belyatskaya G.
Misnikevich A.		Very tall
Elensky A.		Very low
Yakhieva P.
Markov R.
Anishchenko S.		Very low
Senchik V.
Krivitskaya M.
Kupriyanets M.
Krivosheeva
Lagoiskaya Ya.

Narkevich A.

Thus, summarizing the data, we obtained average results for the groups. It is advisable to present these data in the form of a summary table (Table 3).

Table 3 - Assessment of the content of the invented game

Thus, comparing the results of the performed methodology, the following facts can be noticed.

The number of children with a very high level of development of creativity in play in class 2 "A" is 18.75% of class students, and in class 2 "B" - 7.14%.

Children showing a high level of the named indicator in 2 “A” and 2 “B” are 25% and 14.3%, respectively.

The average level of development of creativity in the game was found in 50% of students in grade 2 "A" and in the same number of students in grade 2 "B".

Children who showed a low level of development according to this criterion were 6.25% in 2 "A" and 14.3% in 2 "B" class.

In class 2 "A" there were no children with a very low level of development of creativity in play, while in class 2 "B" there were two such students, which is 14.3% of all students in the class.

The difference identified in the levels of development of the creative potential of children in two classes can be clearly shown using the following diagram.

Diagram 1. Comparative indicator of the level of development of creativity in the game by two classes

Thus, the diagnostic results of students in classes 2 “A” and 2 “B” show that the level of development of students’ creative abilities is objectively higher in a class where the teacher widely uses gaming technologies when teaching children.

Thus, in this class (2 "A"), compared to 2 "B", a much larger number of children with high and very high scores for this parameter were identified. At the same time, there is a much smaller number of students with low and very low levels of creative abilities.

schoolboy game learning pedagogical

Conclusion

So, in this work we fulfilled the following research goals set by us:

Find out the main psychological and pedagogical features of the game, consider the various classifications of games.

To find out the main psychological age characteristics of younger schoolchildren.

To determine the possibilities of using the possibilities of games in the pedagogical process in elementary school.

We found out the main psychological and pedagogical features of the game, found out that the game is a unique cultural phenomenon and has a wide range of functions. Play is the most natural and comfortable state for both children and adults. We have examined various classifications of games by prominent teachers and psychologists.

We have explained the main psychological age characteristics of younger schoolchildren. This is a unique period of childhood, when a person first masters an active social role, and society begins to expand the range of his responsibilities and rights.

We identified the possibilities of using games in the pedagogical process in primary school. Since gaming activity at primary school age is still the most natural and understandable for a child, it would be pedagogically competent to create a synthesis of gaming and educational activities - a didactic game. Play under the strict supervision of a knowledgeable teacher can develop a child as effectively and comprehensively as possible. A properly selected game and the teacher’s awareness of its didactic purpose can develop the qualities necessary for a student at school, where he must be included in a large group of peers, focus on the teacher’s explanations in class, control his actions when doing homework, begin to form his own worldview, weaving knowledge into it received in class.

To sum up, we can say that adults need to realize that play is not an empty activity. In addition to delivering maximum pleasure to the child, it is a powerful means of forming and developing his full-fledged personality.

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Moscow Department of Education

Pedagogical College No. 9 “Arbat”

The role of play in the learning and personality development of younger schoolchildren.

Graduation qualification

Student Chernov Sergei Albertovich

Specialty 050709

Teaching in primary school

Scientific director

Smirnova Larisa Alekseevna

Reviewer

Defense date

GEC teacher

Deputy State Examiner

Commission members

Secretary.

Moscow 2010

Introduction………………………………………………………………………………3

Chapter 1 Theoretical foundations of the game……………………………………..8

Historical and social prerequisites for the emergence of the game……………8

Types of games and their classification………………………………………….15

Psychological and pedagogical characteristics of a junior schoolchild....22

Chapter 2 Game as a factor in the learning and development of the personality of a junior schoolchild…………………………………………………………………………………....36

2.1 The role of the game in the development of the personality of a primary school student……………...36

2.2 Educational games as a factor in personality development…………………..41

2.3 Didactic games as a teaching method…………………………….45

2.4 Sample program for conducting a developmental lesson using game teaching methods……………………………………………………………….52

Conclusion…………………………………………………………………………………..62

Bibliography……………………………………………………………..66

Introduction

The relevance of research. Currently, the modern humanistic school is focused on individual and interpersonal approaches to each child. The school needs to organize its activities in such a way that would ensure the development of the abilities and creative attitude to life of each student, the introduction of various innovative educational programs, and the implementation of the principle of a humane approach to children. In other words, the school is extremely interested in knowledge about the developmental characteristics of each individual child. And it is no coincidence that the role of practical knowledge in the professional training of teaching staff is increasingly increasing. The transformation of general education and vocational schools aims to use all opportunities and resources to increase the efficiency of the educational process.

The level of education and upbringing in school is largely determined by the extent to which the pedagogical process is focused on the psychology of the age-related and individual development of the child. This involves a psychological and pedagogical study of schoolchildren throughout the entire period of study in order to identify individual development options, the creative abilities of each child, strengthening his own positive activity, revealing the uniqueness of his personality, and timely assistance in case of lagging behind in studies or unsatisfactory behavior.

The modern school has an urgent need to expand its methodological potential in general, and in active forms of learning in particular. Such active forms of learning include games. The effectiveness of play as a means of creative personal development is especially evident in primary school age.

Gaming technologies can be used in educational educational work in secondary schools. The opportunity to become a hero and experience real adventures with peers, the emotionality and excitement of the game make the game attractive to children.

The game is one of the unique forms of learning. The entertaining nature of the conventional world of the game positively emotionally colors the monotonous activity of assimilation or consolidation of information, and the emotional actions of the game activate all the processes and functions of the child’s psyche. The next positive aspect of the game is that it promotes the application of knowledge in new conditions, thus, the material mastered by students goes through a kind of practice, bringing interest and variety to the learning process.

The game has predictability, it is more diagnostic than any other human activity, firstly, because the individual behaves in the game to the maximum of manifestations (physical strength, intelligence, creativity), and secondly, the game itself is a special “field of self-expression” .

In the game, the child is the author, performer and almost always the creator, experiencing feelings of admiration and pleasure that free him from disharmony. A game is simultaneously a developmental activity, a principle, method and form of life activity, a zone of socialization, security, self-rehabilitation, cooperation, community, co-creation with adults. In the game, social experience of relationships between people is learned and acquired. Play is social by nature, being a reflected model of behavior, manifestation and development of complex self-organizing systems and the “free” practice of creative decisions, preferences, choices of free behavior of a child, a sphere of unique human activity.

The socio-cultural meaning of the game can mean the synthesis of a child’s assimilation of the wealth of culture, the formation of his personality, which allows the child to act as a full member of a child or adult team.

Theoretical lack of development and practical demand determined the choice Topics research “The role of games in the education and personality development of younger schoolchildren”, problem which was formulated as follows: what gaming techniques are most effective as a means of developing children of primary school age. The solution to this problem was purpose of the study.

Object of study: development of junior schoolchildren

Subject of study: Play as a condition for the development of children of primary school age.

Research hypothesis consisted in the assumption that the development of the personality of younger schoolchildren through games would be effective provided:

Systematic use of gaming methods and techniques in educational process;

Taking into account the age and psychological characteristics of children of primary school age;

Creating comfortable psychological and pedagogical conditions for the formation of a harmoniously developed personality.

In accordance with the goal, object, subject and hypothesis, the following are formulated research objectives:

Analyze the historical and social prerequisites for the emergence of the game, the main types of games and their classification

Give a psychological and pedagogical characteristics of a primary school student

To identify the role of play in the development of the personality of a primary school student

Consider educational games as a factor in personality development and didactic games as a method of teaching primary schoolchildren

Theoretical and methodological basis of the study become :

Jean Piaget's theory of play development;

Provisions of humanistic pedagogy and psychology (Sh.A. Amonashvili, A. Maslow, K. Rogers, V.A. Sukhomlinsky, K.D. Ushinsky, etc.);

Research revealing the development of children's play (Z. Freud, J. Huizing, Y. Levada, D.B. Elkonin.).

In the process of completing the final qualifying work, the following were used: research methods: literature analysis, monographic study of teaching experience, study of mass teaching experience.

Theoretical significance of the study is that it characterizes didactic and developmental games as a method of teaching primary schoolchildren.

Practical significance of the study. The conclusions and recommendations formulated in the study can be used in the work of a teacher when organizing work with primary schoolchildren; research materials can be used in the practice of primary school teachers; An approximate lesson program has been developed using didactic and educational games.

Structure of the final qualifying work. The work consists of an introduction, two chapters, a conclusion, and a bibliography.

In the introduction the relevance of the chosen topic is considered; the goals, objectives, object, subject, hypothesis of the research are determined, its scientific novelty, theoretical and practical significance are characterized.

In the first chapter“Theoretical Foundations of Play” examines the basic theories of the development of children's play, types of play, and also gives the psychological and pedagogical characteristics of a junior schoolchild.

In the second chapter“Game as a factor in the learning and development of the personality of a junior schoolchild” reveals the features of the development of the personality of a junior schoolchild through the means of play, as well as the features of the use of didactic and developmental games in the process of teaching junior schoolchildren.

In custody The results of the study are summed up and the main conclusions are stated.

Chapter 1 Theoretical foundations of the game

1.1 Historical and social prerequisites for the emergence of the game

The topic of our course work isthe role of the game in the development of personality and education of younger schoolchildren.

This topic seems especially relevant since games are a universal means for children to learn about the world around them and creative development, since they combine gaming, developmental and educational functions.

Relevance Our research also lies in the fact that when organizing and implementing the educational process in a modern primary school, primary school teachers are increasingly using group forms of work to implement the Federal State Educational Standard of Education, and the systematic use of the game method in these forms of work will most successfully allow for the implementation of systematic -an activity-based approach means forming personal universal learning activities (ULAs) for each primary school student.

The system-activity approach is a method in which the student is an active subject of the pedagogical process. At the same time, it is important for the teacher to have the student’s self-determination in the learning process.

The leading type of activity in primary school age is educational activity, but the game continues to have a great influence on the development of cognitive processes, properties and personality states of students, therefore it is one of the effective teaching methods in the 1st grade and a method of work in subsequent grades, and is also an effective method for developing skills and abilities

Numerous studies have shown the effectiveness of using games in the educational process, in the development of personality, creative abilities, etc. An analysis of psychological and pedagogical literature (L.S. Vygotsky, D.B. Elkonin) showed that primary schoolchildren are attracted to the sphere of gaming activity, it becomes the main content of conversations, interests.

In theory , the problem of studying children's play was dealt with by A.S. Vygotsky, A.N. Leontyev, F.I. Fradkina, L.I. Bozhovich, L.V. Zaporozhets, D.B. Elkonin, M.N. Skatkin and others. They examined the essence and significance of didactic and developmental games, developed types of games and their structure.

The problem of teaching younger schoolchildren was dealt with by D.V. Baranov, V.A. Slastenin, A.V. Podlasy and others. The characteristics of younger schoolchildren are reflected in the works of D.B. Elkonina, AN. Mukhina, V.A. Petrovsky and others.

At the same time, in the pedagogical literature, the methodology for using didactic and educational games for the development and training of younger schoolchildren has not been sufficiently developed. The modern school has an urgent need to expand its methodological potential in general, and in active forms of learning in particular, such as games. The effectiveness of play as a means of creative personal development is especially evident in primary school age.

Teachers very rarely use game methods in teaching and developing the personality of younger students. This is due to the fact that the methods used in teaching and developing the personality of younger schoolchildren have not been developed. And also the teacher does not have full knowledge and skills in conducting and implementing these methods in the classroom.

In this regard, three contradictions:

Within the framework of each educational lesson, the teacher can and should use game methods of work and their elements, but to implement this there is not enough methodological support and tools. The methodology for conducting and introducing games into classroom activities is not sufficiently developed;
The teacher does not have the necessary skills in mastering the methods used in teaching and developing the personality of a primary school student;
The teacher systematically does not include game techniques in the education process of primary schoolchildren, does not use them in lessons, or in extracurricular activities.

Research hypothesisconsisted in the assumption that the development of the personality of younger schoolchildren through games would be effective provided:

Moscow Department of Education

Pedagogical College No. 9 “Arbat”

The role of play in the learning and personality development of younger schoolchildren.

Graduation qualification

Student Chernov Sergei Albertovich

Specialty 050709

Primary school teaching

Scientific director

Smirnova Larisa Alekseevna

Reviewer

Defense date

GEC teacher

Deputy State Examiner

Commission members

Secretary.

Moscow 2010

Introduction………………………………………………………………………………3

Chapter 1 Theoretical foundations of the game……………………………………..8

Historical and social prerequisites for the emergence of the game……………8
Types of games and their classification………………………………………….15
Psychological and pedagogical characteristics of a junior schoolchild....22

Chapter 2 Game as a factor in the learning and development of the personality of a junior schoolchild…………………………………………………………………………………....36

2.1 The role of the game in the development of the personality of a primary school student……………...36

2.2 Educational games as a factor in personality development…………………..41

2.3 Didactic games as a teaching method…………………………….45

2.4 Sample program for conducting a developmental lesson using game teaching methods……………………………………………………………….52

Conclusion…………………………………………………………………………………..62

Bibliography……………………………………………………………..66

Introduction

Gaming technologies can be used in educational work in secondary schools. The opportunity to become a hero and experience real adventures with peers, the emotionality and excitement of the game make the game attractive to children.

In the game, the child is the author, performer and almost always the creator, experiencing feelings of admiration and pleasure that free him from disharmony. A game is at the same time a developmental activity, a principle, method and form of life activity, a zone of socialization, security, self-rehabilitation, cooperation, community, co-creation with adults. In the game, social experience of relationships between people is learned and acquired. Play is social by nature, being a reflected model of behavior, manifestation and development of complex self-organizing systems and the “free” practice of creative decisions, preferences, choices of free behavior of a child, a sphere of unique human activity.

Object of study: development of junior schoolchildren

Subject of study: Play as a condition for the development of children of primary school age.

Research hypothesis consisted in the assumption that the development of the personality of younger schoolchildren through games would be effective provided:

In accordance with the goal, object, subject and hypothesis, the following are formulated research objectives:

1) Analyze the historical and social prerequisites for the emergence of the game, the main types of games and their classification

2) Give a psychological and pedagogical characteristics of a primary school student

3) Identify the role of play in the development of the personality of a primary school student

4) Consider educational games as a factor in personality development and didactic games as a method of teaching primary schoolchildren

Theoretical and methodological basis of the study become :

Jean Piaget's theory of play development;

Provisions of humanistic pedagogy and psychology (Sh.A. Amonashvili, A. Maslow, K. Rogers, V.A. Sukhomlinsky, K.D. Ushinsky, etc.);

Research revealing the development of children's play (Z. Freud, J. Huizing, Y. Levada, D.B. Elkonin.).

Theoretical significance of the study is that it characterizes didactic and developmental games as a method of teaching primary schoolchildren.

Structure of the final qualifying work. The work consists of an introduction, two chapters, a conclusion, and a bibliography.

In custody The results of the study are summed up and the main conclusions are stated.

Chapter 1 Theoretical foundations of the game

1.1 Historical and social prerequisites for the emergence of the game

1.1 Historical background of the game

Game, as one of the most amazing phenomena of human life, has attracted the attention of philosophers and researchers of all eras. Even in primitive society, there were games that depicted war, hunting, agricultural work, and the feelings of savages over the death of a wounded comrade. The game was associated with different types of art. The savages played like children; the game included dances, songs, elements of dramatic and visual arts. Sometimes games were credited with magical effects. Thus, human play emerges as an activity separated from productive work activity and representing the reproduction of relationships between people. This is how adult play appears, play as the basis for future aesthetic and visual activity. Children's play arises in the course of the historical development of society as a result of a change in the child's place in the system of social relations. It is social by its origin, by its nature.

Play does not arise spontaneously, but develops in the process of education. Being a powerful stimulus for the development of a child, it itself is formed under the influence of adults. In the process of a child’s interaction with the objective world, necessarily with the participation of an adult, not immediately, but at a certain stage in the development of this interaction, truly human children’s play arises.

“Game, play activity, one of the types of activities characteristic of animals and humans,” notes the Pedagogical Encyclopedia. The concept of “game” (“games”) in Russian is found in the Laurentian Chronicle.

Already Plato saw the only correct path in the game, which seemed to him one of the most practically useful activities. Thus, he placed the game of checkers next to the art of counting and geometry. In fact, Plato equated play with art.

Aristotle saw play as a source of mental balance, harmony of soul and body. In his Poetics, the philosopher talks about the benefits of word games and puns for the development of intelligence. Thus, Aristotle was one of the first to note the practical significance of the game for the psychophysical development of a person.

Since the Renaissance, interest in the game has been growing: Francois Rabelais and Michel de Montaigne see in the game an essential moment of human life. Johann Heinrich Pestalozzi, Jean Jacques Rousseau and many other outstanding personalities begin to talk about the real practical significance of the game for humans.

At the end of the nineteenth century, the first to attempt a systematic study of the game was the German scientist K. Gross, who believed that the game prevents instincts in relation to future conditions of the struggle for existence. The scientist put forward a number of functional provisions, which were largely progressive in nature and have not lost their scientific significance today. He pointed out the forward direction of play, believing that play is a preparation for life—he owns the theory of play as the unintentional self-education of a child. He considered children's play as an important means of forming and training the skills necessary for psychophysical and personal development, as well as further activities.

In fact, K. Gross was the first to show the social quality and significance of play, both for children and adults. He considered the game as the primary form of a person’s involvement in society through voluntary submission general rules or leader. He also saw in the game the development of a sense of responsibility for oneself (one’s actions) and one’s group, the development of a noble desire to show one’s capabilities in action performed for the sake of the group, and the formation of the ability to learn.

K. Gross considered adult play from the point of view of the functions it performs in culture:

1. function of complementing being in the physical, intellectual and emotional spheres of the individual;

2. the function of liberation and gaining personal freedom;

3. function of harmonizing the world and man with the world.

The special merit of the scientist K. Gross lies in the fact that he did not limit himself to stating a special kind of state and mood of people in the game, but looked for scientifically sound grounds for this. This basis was the special psychological state of the subject of the game, ensuring the two-dimensionality of his behavior (real and game behavior).

K. Bühler, a German psychologist, defined play as an activity performed for the sake of obtaining “functional pleasure.”

G.V. Plekhanov believed that play arises in response to society’s need to prepare the younger generation for life in this society and as an activity separated from productive work activity and representing the reproduction of relationships between people.

In Russian psychology, the theory of play, based on the recognition of its social nature, was developed by E. A. Arkin, L. S. Vygotsky, A. N. Leontiev. D. B. Elkonin, linking play with indicative activity, defines it as an activity in which behavior control is developed and improved.

Let us note that we still do not have a scientific, common definition of play for all, and all researchers (biologists, ethnographers, philosophers, psychologists) start from intuitive awareness, the corresponding culture, a certain reality and the place of play that it occupies in this culture.

Since the thirties, a number of researchers: J. Huizing, Y. Levada and others, have created a cultural concept of the game, in which the game is considered as the most important characteristic of a person, as a cultural being.

According to Johanna Huizing, play decorates life, complements it, and as a result is vital for every person, regardless of age and social status. It is necessary for the individual as a biological function, and it is also necessary for society due to the “human meaning” contained in it, due to its meaning, its expressive value, due to the spiritual and social connections it establishes. The game performs a cultural function.

From a philosophical point of view, the game is analyzed in the works of H.G. Gadamer, I. Kant, F. Schiller. The game is seen as an image rather than an experience. It is unique in that they believed that it has boundaries between the depicted and the real.

The game, from the position of psychologists, has slightly different concepts. K. Gross’s position is accepted by V. Stern in his theory of play (game as an exercise), but at the same time, he considers it “from the side of consciousness” and the manifestations of children’s imagination in play.

A special role in the development of game theory belongs to the outstanding world-famous psychologist Jean Piaget. He argued that play is only one aspect of human activity and is connected with it in the same way as imagination is with thinking. The fact that play is the predominant activity in children is explained by the initial stage of their psychophysical development. According to his point of view, play is a form of creativity, but creativity with a specific purpose. This is a kind of preparation for possible forms of behavior at a given level, which does not imply their immediate practical use. In the game, a person learns to navigate and overcome the difficulties prepared for him in the world of reality. J. Piaget believed that the inner world of a child is built according to its own special laws and differs from the inner world of an adult. In his opinion, the child’s thought is, as it were, an intermediary between the logical thought of an adult and the autistic world of the child.

According to Jean Piaget, play appears in the process of human development at each subsequent stage, never disappearing completely, in the following forms:

Exercise game. Leads to the formation of the most complex skills;

Symbolic game. Promotes the formation of processes of replacing reality with signs and symbols, thereby creating the basis of artistic activity;

A game with rules. Allows competition and cooperation.

Jean Piaget's general conclusion is that activity becomes playful depending on the internal fantasy of the individual.

Psychoanalysis 3. Freud has had a major influence on the study of play. He offers two approaches to children's play. One approach is considered as satisfying drives, needs, which real life cannot be achieved. The second approach is characterized by the following - the child’s real needs and emotions become the subject of the game, change their nature, and he actively controls them.

It is also worth noting the research of the game by A. Adler, who showed the possibility of using the game for understanding, adaptation, training and therapy of children. The scientist identifies 8 functions of dramatic play: reflection of the child’s experience; imitation, acting out real life roles; release of “forbidden impulses”; expression of repressed needs; resolving your problems in the game; turning to roles that help expand your Self; a reflection of the growth, development, and maturation of a child.

Along with the concepts of A. Adler, E. Fromm and other famous neo-Freudian scientists, we should dwell on the concept of E. Bern. The author notes that raising children in most cases comes down to the fact that different variants Children's games depend on the culture and social class of the family. In this E. Bern sees the cultural significance of the game. E. Bern believes that people choose their friends, partners, loved ones, most often, from among those who play the same games. This is the personal meaning of games.

The problems of the influence of the sociocultural and ethnocultural environment on the content of children's play and children's play experience are united by a number of domestic and foreign researchers - V. P. Zinchenko, S. Miller,

D. N. Uznadze, D. B. Elkonin, E. G. Erickson. They indicate the main conceptual ideas that characterize this relationship; The content of a child’s play depends on the environment in which he has to live. The age environment and socio-cultural environment of children are of decisive importance for play; The character and plot of the game is influenced by belonging to different sociocultural communities and groups.

The outstanding Russian teacher P. F. Kapterev made a special contribution to the study of the game in the late nineteenth and early twentieth centuries. The author noted that in teaching a teenager it is extremely important to be able to focus his attention on various subjects. “The game teaches this great art. To achieve this goal, it is necessary that there is no opposition between play and learning, so that learning is not something extremely dry and repulsive in essence and form.” From the point of view of P. F. Kapterev, games should be recognized as a significant aid to systematic teaching; learning and play are not enemies - they are friends, whom nature itself has indicated to walk the same road and mutually support each other.

In the thirties in Soviet psychology, M. Ya. Basov and P. P. Blonsky were involved in the study of play, but L. S. Vygotsky made a special contribution to the development of the theory of children's play. According to L. S. Vygotsky’s definition, play “creates a child’s zone of proximal development; in play, the child is always above his average age, above his usual behavior; In the game he seems to be head and shoulders above himself.”

D. B. Elkonin in his theory defined the way of studying role-playing games as identifying indecomposable units that have the properties of the whole. In his opinion, such units are role, plot, content, game action.

Along with the concepts that gave high marks to the educational potential of the game, there were also those into the framework of which the game as a method, a means, a way of teaching children did not fit into the framework; moreover, teachers saw in it a phenomenon that takes a little person away from real life and teaches him to live in idleness. Thus, K. D. Ushinsky, for example, believed that learning should be separated from play and represent a serious responsibility of the child, and S. Frenet assessed play only as a means of establishing order in the classroom.

The brightest example of a teacher’s playful position is represented by the activities of A.M. Makarenko. He wrote: “I consider play to be one of the most important ways of education. In the life of a children's team, serious, responsible and business play should occupy great place. And you, teachers, must be able to play.”

The essence of the game is that it is not the result that is important, but the process itself, the process of experiences associated with game actions. Although the situations played out by the child are imaginary, the feelings he experiences are real. “There are no people more serious in the game than small children. While playing, they not only laugh, but also feel deeply and sometimes suffer.”

Sh.A. Amonashvili writes: “the most intensive development of many functions occurs before the child is 7-9 years old, and therefore the need for play at this age is especially strong, and play turns into an activity that controls development. It forms the child’s personal qualities, his attitude to reality, to people.”

One of the fundamental attempts to understand the phenomenon of play undertaken recently is the study of E. A. Reprintseva, which is generally pedagogical in nature. “Game, according to E. A. Reprintseva, is a historically conditioned, natural and organic element of culture, which is an independent type of activity of an individual, in which the social experience of previous generations, norms and rules of human life are reproduced and enriched through the voluntary acceptance of a gaming role, virtual modeling of the gaming space, the conditions of one’s own existence in the world, is carried out, the realization by a person of creative potential, focused on achieving a gaming result.” Modern game- this is going beyond the boundaries of the usual course of things, part of a certain ecology of the soul, this is giving a person the opportunity to create, escape from the depths of his feelings, turn away from himself, overwhelmed with work and the worries of everyday life. The game relieves subjective or socio-psychological tension, allows you to join the culture of your people, becomes a way of connecting generations and a powerful means of creating the socio-psychological unity of the nation.

So, this paragraph outlined the main theories of the development of children's play, the prerequisites for the development of play and the historical aspects of changes in play.

1.2 Types of games and their classification

Classification of games is a system that classifies games into different families, genera, types and categories according to a set of classifying characteristics.

Play, a specific children's activity, is heterogeneous. Each type of game performs its own function in the development of a child. The blurring of lines between amateur and educational games observed today in theory and practice is unacceptable. In preschool and primary school age, there are three classes of games:

Games that arise on the child’s initiative are amateur games;

Games that arise on the initiative of an adult who introduces them for educational and educational purposes;

Games that come from the historically established traditions of an ethnic group are folk games that can arise either on the initiative of an adult or older children.

Each of the listed classes of games, in turn, is represented by types and subtypes. Thus, the first class includes: game-experimentation and plot-based amateur games - plot-educational, plot-role-playing, director's and theatrical. This class of games seems to be the most productive for the development of the child’s intellectual initiative and creativity, which are manifested in setting new gaming tasks for themselves and other players; for the emergence of new motives and activities. It is the games that arise on the initiative of the children themselves that most clearly represent the game as a form of practical reflection based on knowledge about the surrounding reality of significant experiences and impressions associated with the child’s life experience. It is amateur play that is the leading activity in preschool childhood.

The second class of games includes educational games (didactic, plot-didactic and others) and leisure games, which include fun games, entertainment games, and intellectual games. All games can be independent, but they are never amateur, since independence in them is based on learning the rules, and not on the child’s original initiative in setting up the game task.

The educational and developmental significance of such games is enormous. They shape the culture of the game; promote the assimilation of social norms and rules; and, what is especially important, they are, along with other activities, the basis of amateur games in which children can creatively use the acquired knowledge.

Word games are built on the words and actions of the players. In such games, children learn, based on existing ideas about objects, to deepen their knowledge about them, since in these games it is necessary to use previously acquired knowledge about new connections in new circumstances. Children independently solve various mental problems: describe objects, highlighting their characteristic features; guess from the description; find signs of similarities and differences; group objects according to various properties and characteristics; find illogicalities in judgments, etc.

The second group consists of games used to develop the ability to compare, contrast, and give correct conclusions: “Similar - dissimilar,” “Who will notice more fables,” and others.

Games that help develop the ability to generalize and classify objects according to various criteria are combined in the third group: “Who needs what? ” “Name three objects”, “Name in one word.”

A special fourth group includes games for the development of attention, intelligence, and quick thinking: “Colors”, “Flies, does not fly” and others.

The third class of games is traditional or folk. Historically, they form the basis of many educational and leisure games. The subject matter of folk games is also traditional, they themselves, and are more often presented in museums rather than in children's groups.

Research conducted in recent years has shown that folk games contribute to the formation in children of universal generic and mental abilities of a person (sensorimotor coordination, arbitrariness of behavior, symbolic function of thinking, etc.), as well as the most important features of the psychology of the ethnic group that created the game.

To ensure the developmental potential of games, we need not only a variety of toys, a special creative aura created by adults who are passionate about working with children, but also an appropriate subject-spatial environment.

It is important for teachers to think through the phased distribution of games, including didactic ones, in the lesson. At the beginning of the lesson, the goal of the game is to organize and interest children and stimulate their activity. In the middle of the lesson, a didactic game should solve the problem of mastering the topic. At the end of the lesson, the game can be of a search nature. At any stage of the lesson, the game must meet the following requirements: be interesting, accessible, exciting, and involve children in different types of activities. Consequently, the game can be played at any stage of the lesson, as well as in lessons of different types. The didactic game is part of a holistic pedagogical process, combined and interconnected with other forms of teaching and upbringing of younger schoolchildren.

According to another classification, there are certain types of gaming activities:

1. Household - weddings, family, divorces, death, communication, etc.

2. Economic - extraction, production, trade in products and consumer goods, construction.

3. Political - the structure of government, its scheme, patterns of interaction between states and rulers.

4. Military - creating and training an army, conducting combat operations, fights and tournaments.

5. Cultural - art and rituals, competitions...

6. Religious - choice and performance of rituals, eradication of heresies, etc.

7. Magical (magic) - modeling the influence of magicians, wizards, gods, as well as various magical and fairy-tale items - clothing (for example, boots), fairy-tale monsters.

8. Scientific - the process of creating new tools, substances, machines, the development of various sciences. Reproducing the sphere of activity is the creation of a gaming environment where the actions of players in the everyday, economic, political, military, cultural, religious, magical, scientific spheres are also important and bring the same results as in real (real) life.

Games used in the learning process can be divided into:

1) Educational

A game will be educational if students participate in it, acquire new knowledge, skills and abilities or are forced to acquire them in the process of preparing for the game. Moreover, the result of knowledge acquisition will be better the more clearly the motive of cognitive activity is expressed not only in the game, but also in the very content of the mathematical material.

2) Controlling

The controlling game will be the didactic purpose of which is to repeat, consolidate, and test previously acquired knowledge. To participate in it, each student needs a certain mathematical background.

3) Generalizing

Generalization games require knowledge integration. They contribute to the establishment of interdisciplinary connections and are aimed at acquiring skills to act in various learning situations.

Types of games, according to T. Craig

1) Sensory games. Goal: acquiring sensory experience. Children examine objects, play with sand and make Easter cakes, and splash with water. Thanks to this, children learn about the properties of things. They develop the child's physical and sensory capabilities.

2) Motor games. Goal: awareness of your physical “I”, formation of body culture. Children run, jump, play “heaps and drops” with their parents, ride down ice slides, and can repeat the same actions for a long time. Motor games provide an emotional charge and promote the development of motor skills.

3) Game-fuss. Goal: physical exercise, stress relief, learning to manage emotions and feelings. Children love brawls and make-believe fights, understanding perfectly well the difference between a real fight and a make-believe fight.

4) Language games. Goal: structuring your life with the help of language, experimenting and mastering the rhythmic structure and melody of the language. Games with words allow a 3-4 year old child to master grammar, use the rules of linguistics, and master the semantic nuances of speech.

5) Role-playing games and simulations. Goal: acquaintance and mastery of social relations, norms and traditions inherent in the culture in which the child lives. Children play out various roles and situations: they play mother-daughter, copy their parents, and pretend to be a driver. They not only imitate the characteristics of someone’s behavior, but also fantasize and complete the situation in their imagination.

S.A. Shmakov proposes to classify games according to external characteristics (content, form, location, number of participants, degree of regulation and management, presence of accessories) and internal characteristics, which include the individual’s abilities manifested in the game (imitation, competition, merging with nature, imitation and etc.).

There are many classifications, one of which divides games as follows:

1) Based on the number of players, games can be divided into collective and individual.

2) In collective games, in turn, we can distinguish a class of team games that differ from games in which everyone plays for himself.

3) According to their complexity, games can be divided into children's and family, simple and complex.

4) According to the physical activity that falls on the participants - active and calm (“quiet”).

5) According to the place of play - outdoor games and board games.

6) According to their prevalence in various social and age groups, games can be divided into children's, family, folk

So, in this paragraph the main approaches to the classification of games were outlined and their brief characteristics were given.

1.3 Psychological and pedagogical characteristics of a junior schoolchild

Junior school age (from 7 to 10-11 years) corresponds to the years of primary school education. Preschool childhood is over. By the time a child enters school, as a rule, he is already both physically and psychologically prepared for learning, for a new important period of his life, for fulfilling the diverse demands that the school places on him.

The child is psychologically ready for school education, first of all, objectively, that is, he has the level of mental development necessary to begin learning. The sharpness and freshness of his perception, curiosity, and vividness of imagination are well known. His attention is already relatively long and stable, and this is clearly manifested in games, in drawing, modeling, and basic design. The child has acquired some experience in managing his attention and organizing it independently. The child’s memory is also quite developed - he easily and firmly remembers what particularly amazes him, which is directly related to his interests. Now not only adults, but also he himself is able to set a mnemonic task for himself. He already knows from experience: in order to remember something well, you need to repeat it several times, that is, he empirically masters some techniques of rational memorization and memorization. A seven-year-old child's visual-figurative memory is relatively well developed, and all the prerequisites for the development of verbal-logical memory are already in place. The efficiency of meaningful memorization increases: it has been experimentally proven that seven-year-old children remember significantly better (faster and more firmly) not words that are meaningless to them, but words that they understand.

By the time a child enters school, his speech is already quite developed. It is to a certain extent grammatically correct and expressive. The vocabulary of a seven-year-old child is also quite rich, with a fairly high proportion of abstract concepts. The child can understand what he hears to a fairly wide extent, express his thoughts coherently, is capable of elementary mental operations - comparison, generalization, and tries to draw conclusions (of course, not always legitimate). Research by specialists has shown that organized education develops the thinking of children from 6 to 7 years old so much that they are able, for example, to measure solid, liquid and granular bodies using conventional measures, divide a whole into parts, carry out elementary operations with visually represented sets, solve and compose simple examples and tasks.

As we see, the capabilities of children by the time they enter school are great enough to begin their systematic education. Elementary personal manifestations are also formed: by the time they enter school, children already have a certain perseverance, can set more distant goals and achieve them (although more often they do not complete things), make their first attempts to evaluate actions from the standpoint of their social significance, they are characterized by the first manifestations of a sense of duty and responsibility. A seven-year-old child already has experience (albeit small) of managing his feelings, experience of self-assessment of his individual actions and actions (“I did something bad”; “I did it wrong”; “Now I did better”). All this is an important condition for readiness for schooling.

A seven-year-old child, as a rule, is characterized by a desire and desire to study at school, and a kind of readiness for new forms of relationships with adults. He has no doubts about whether he needs to study. He understands and willingly recognizes for a certain category of adults (teachers) their special educational functions and is ready to diligently carry out all their instructions. The “transfer of experience” from older to younger ones is also of considerable importance (as you know, first and second graders sometimes really like to impress their younger brothers and sisters with stories about their “hard life” at school), as well as visual impressions.

The anatomical and physiological characteristics of a junior schoolchild and the level of his physical development should also be taken into account when organizing pedagogical work in primary school. As N.D. Levitov correctly noted, at no other school age is educational activity in such close connection with the state of health and physical development as at a younger age.

At 7-11 years of age, the child physically develops relatively calmly and evenly. The increase in height and weight, endurance, and vital capacity of the lungs occurs quite evenly and proportionally. The skeletal system of a primary school student is at the stage of formation: ossification of the spine, chest, pelvis, and limbs is not complete, and there is a lot of cartilaginous tissue in the skeletal system. This must be taken into account and tirelessly taken care of the correct posture, posture, and gait of students. The process of ossification of the hand and fingers at primary school age does not completely end, so small and precise movements of the fingers and hand are difficult and tiring, especially for first-graders.

Although it is necessary to strictly observe the regime of study and rest, not to overtire the primary school student, it should be borne in mind that his physical development, as a rule, allows him to study for 3-5 hours without overexertion and particular fatigue (3-4 lessons at school and doing homework). assignments).

When a child enters school, his entire way of life, his social status, his position in the team and family changes dramatically. His main activity from now on becomes teaching, the most important social duty is the duty to learn and acquire knowledge. And learning is serious work that requires a certain level of organization, discipline, and considerable volitional efforts on the part of the child. More and more often you have to do what you need, and not what you want. The student is included in a new team in which he will live, study, develop and grow up for 10 years. A class team is not just a group of peers. The team presupposes the ability to live by its interests, to subordinate one’s personal desires to common aspirations, it presupposes mutual exactingness, mutual assistance, collective responsibility, a high level of organization and discipline. In order to master knowledge in elementary school, a junior schoolchild must have a relatively high level of development of observation, voluntary memorization, organized attention, and the ability to analyze, generalize, and reason. These requirements are growing and becoming more complex every day.

From the first days of school, a basic contradiction arises, which is the driving force of development in primary school age. This is a contradiction between the ever-growing demands that academic work, teachers, and staff place on the child’s personality, on his attention, memory, thinking, and the current level of mental development, the development of personality traits. Requirements are increasing all the time, and the current level of mental development is constantly being pulled up to their level.

Many years of research by psychologists have shown that old programs and textbooks clearly underestimated the cognitive capabilities of younger schoolchildren, and that it is irrational to stretch the already meager educational material for four years. The slow pace of progress and endless monotonous repetition led not only to an unjustified loss of time, but also had a very negative impact on the mental development of schoolchildren. The current programs and textbooks, much more meaningful and deep, present significantly big demands to the mental development of a junior schoolchild and actively stimulate this development. The purpose of these programs is to promote the development of active, independent thinking and cognitive abilities in younger schoolchildren, relying on the child’s existing concepts, ideas, knowledge, and the curiosity and inquisitiveness characteristic of this age. From the point of view of psychology, current programs and textbooks are constructed quite rationally. They really demand a lot from students. It is precisely high and at the same time feasible demands that stimulate the development of the psyche. Experience shows that these programs are feasible. The children cope with them, and learning has become more interesting for them.

So, the child became a schoolboy. A turning point in his life had come. His main activity, his first and most important responsibility, becomes teaching - the acquisition of new knowledge, skills and abilities, the accumulation of systematic information about nature and society. Of course, it is not immediately that younger schoolchildren develop a highly responsible attitude towards learning.

The dynamics of the development of attitudes towards acquiring knowledge and motives for learning are usually of a natural nature, although significant individual variations are observed here. It has already been indicated that at the beginning of school, seven-year-old children, as a rule, have a positive perception of the immediate prospects of school work. We can even talk about the presence of a unique need in children, which is distinguished by characteristic features. This, in fact, is not yet the need for learning, mastering knowledge, skills and abilities, not the need to learn new things, to experience the phenomena of the surrounding reality, but the need to become a schoolchild, which comes down to the desire to change one’s position as a small child, to rise to the next level of independence, to take a position older and busy family member. A big role is played by the external attributes of learning - the desire to have a uniform, your own briefcase, your own place to study, a shelf for books, to go to school every day, like dad or mom goes to work. The pleasant prospect of rising in the eyes of the “little ones” is attractive.

At first, many schoolchildren maintain an attitude towards learning, if not as a new entertaining game, then, in any case, as an entertaining situation that attracts with its novelty. Many people especially like recess at school, they like “how the teacher teaches us to raise our hands up,” “how we have breakfast,” “how we walk in pairs,” etc. Most first-graders still do not understand why they need to study. For them, even the question itself sometimes makes no sense: everyone studies, everyone goes to school, it’s customary, it’s necessary. Correct answers to this question do not mean that children deeply understand the meaning of the teaching - they simply faithfully repeat what they heard from their parents and teachers. First-graders are ready to study diligently, without thinking about why it is necessary.

The critical moment comes very quickly, usually after 2-3 weeks. The festive, solemn atmosphere is gradually replaced by a business-like, everyday atmosphere, and the feeling of novelty passes unnoticed. And it turns out that learning is work that requires volitional efforts, mobilization of attention, intellectual activity, and self-restraint. If the child is not used to this, then he becomes disappointed. It is very important that the teacher, without waiting for such a critical moment, instills in the child the idea that learning is not a holiday, not a game, but serious, hard work, but it is very interesting, as it allows you to learn a lot of new and necessary things. It is important that the organization of educational work itself reinforces the teacher’s words.

First, a first-grader develops an interest in the learning process itself. There is still a lot from the game in pronunciation of sounds and writing elements of letters. In the first few grades, an experiment was conducted: children were given Japanese characters to copy, warning that they would never need this in life. No one asked the question: why do this need to be done? Everyone worked enthusiastically and diligently. Interest in the result of the activity is formed quickly: as soon as the student receives the first real results of his activity.

Only after the emergence of interest in the results of his educational work does a first-grader develop an interest in the content of educational activities and a need to acquire knowledge. On this basis, motives for learning of a high social order, associated with a truly responsible attitude to academic activities, can be formed in a junior schoolchild. The teacher must instill in schoolchildren precisely such motives for learning, and ensure that children understand the social significance of educational work. But this process should not be forced until the appropriate prerequisites have been created for it.

The formation of interest in the content of educational activities and the acquisition of knowledge is associated with schoolchildren experiencing a feeling of satisfaction from their achievements. And this feeling is stimulated by the teacher’s approval, emphasizing even the smallest success, progress. Younger schoolchildren, especially first and second graders, experience, for example, a feeling of pride, a special uplift when the teacher, encouraging them and stimulating their desire to work better, says: “You are now working not like little children, but like real students!” Psychologically, this is a reinforcement of the student’s developing skills and abilities. It is important that the student experiences the joy of success. It’s useful to comment on even relative failure something like this: “You’re already writing much better. Compare how you wrote today and how you wrote a week ago. Well done! A little more effort and you will write as you should!” Of course, this encouragement is useful when the student works conscientiously. Obvious negligence, laziness, negligence should cause censure, of course, in a tactful manner.

When we talk about encouragement from a teacher, we do not always mean a grade. There should always be evaluation of work. Verbal assessment is usually understandable to a first-grader and, as a rule, makes an appropriate impression if it is motivated and done with pedagogical tact. The fact is that a grade becomes a kind of psychological factor for younger schoolchildren. “D” often leads to a lack of confidence in one’s abilities; good grades can breed selfish people.

The famous teacher V.A. Sukhomlinsky held approximately the same point of view on grades in the primary grades.

However, it seems to us that we should not categorically deny the importance of assessing knowledge at primary school age. A fair assessment, accompanied by tactfully expressed comments from the teacher about the content and logic of the answer or the quality of the work performed, as well as appropriate advice and recommendations, is usually a positive factor.

The potential for a teacher's educational influence on younger schoolchildren is great, since from the very beginning he becomes an indisputable authority for first-graders, personifying for them the wisdom of a thoughtful leader and the sensitivity of a benevolent mentor. The teacher personifies for the children the school to which they so longed and with which so many changes in their lives are associated. The authority of parents and older family members pales in comparison to the authority of the teacher. Junior schoolchildren do not have any doubts about the correctness of the teacher’s actions; they do not allow any discussions of his actions. “That’s what Ekaterina Vasilievna said!” First and second graders do not require or expect any motivation, argumentation of words and actions from the teacher. But this in no way means that the teacher should use his indisputable authority and not explain why one must act one way and not another, why one action is good and another is bad. It is imperative to explain, firstly, because the goal of education is conscious discipline, and not blind obedience, and secondly, because by the end of the second grade the student himself will ask the question “why?” He will wait for an explanation not because the teacher’s authority has fallen in his eyes, but because he is gradually approaching a higher level of mental maturity. The child has a need to understand the motivation of actions, to act consciously and reasonably. If a first-grader, when asked why one must sit quietly in class, most often answers: “That’s what Maria Nikolaevna says,” then from a third-grade student you will hear a different answer: “So as not to interfere with others listening to the teacher and understanding what she is explaining.”

The authority of the teacher is an excellent prerequisite for teaching and education in the lower grades. That's right, using it, an experienced teacher successfully develops in his students organization, hard work, a positive attitude towards schoolwork, and the ability to manage their behavior and attention. And to undermine this authority, to debunk the teacher in the eyes of students, to criticize him in their presence is unacceptable.

The problem of the relationship between play and learning is also one of the central problems of psychology of primary school age. Today, two directly opposite approaches to solving it can be distinguished.

Representatives of the first direction argue that with the beginning of primary school age, play leaves the arena of the child’s mental development. One of the famous psychologists even said that by the beginning of school, the game exhausts itself.

Representatives of another point of view claim the exact opposite, basing their evidence directly on the practice of teaching primary schoolchildren: children cannot be taught without the help of play activities.

“Play is a leading activity only in preschool age,” some say. “The game is universal and helps younger schoolchildren master educational activities,” others do not agree with them.

It should be noted that both positions are very vulnerable. For example, refusing to play at primary school age does not allow solving the problem of continuity between preschool and school education, because the use of games in teaching younger schoolchildren helps to build a unified line of learning and development in childhood ontogenesis. At the same time, there are widely known facts when games do not help younger schoolchildren learn, but, on the contrary, take them away from educational tasks. Teachers working in elementary schools are well aware that toys in the classroom often distract children from the lesson, prevent them from concentrating, and prevent them from learning new material.

The younger student does not stop playing when he starts attending school. He enjoys playing during recess and in the yard, at home and even sometimes in class. At the same time, there are almost no adults in the games of younger schoolchildren, unless the latter play the role of students in the game of school. For younger schoolchildren, the rules of the game come to the fore, and even their role-playing games become little similar to the role-playing games of preschoolers. In addition, the latter play a lot and for a long time in games with rules that truly become accessible only at primary school age. However, all these comments concern the so-called leisure (free time) of primary school students. In order to understand the problem of the interaction of play with learning at primary school age, let us turn to the analysis of their play activity.

Psychologists associate the beginning of play activity with the crisis of three years, which opens the preschool period of development. After all, as the game’s development processes are perceived, the game itself changes. Firstly, even during preschool age it turns out to be not a homogeneous activity, but a diverse one - from director’s play, through its figurative and plot-role fabric to play by the rules. However, the full development of play activity in preschool age occurs only when all the elements of the identified games are implemented in the late form of director's play. Thus, by primary school age, a child should already be proficient in all basic types of play activities. At the same time, younger schoolchildren, like preschool children, play all types of games. True, now these games are changing qualitatively: from the structure of the game - in it the rules come to the fore, and primary schoolchildren can not only play a game with rules, but also transform any game into a game with rules - to the plot of the game - children act out such plots games that were of little interest to them when they were preschoolers (school games, television show games, and even political events games). And in the plots themselves, younger schoolchildren begin to pay attention to details that previously remained outside the scope of their games. For example, in the “back to school” game, what is important is the content of the lessons, and not the grades and interaction between teacher and students, as with preschoolers.

Other changes to the game (and this is the second one) concern the interaction between its structural elements. So, L.S. Vygotsky noted that in any game there is an imaginary situation, which is set in preschoolers by various external attributes - special clothing or some of its individual elements, the presence of special toys or objects that replace them, a specific place of action, etc. - and the rule. Moreover, the development of the game can be described, in his opinion, by the following formula: imaginary situation/rule - rule/imaginary situation.

Thus, the rule turns out to be the leading one in the games of younger schoolchildren. This means that for primary school students, when implementing their games, there is no need for special attributes, special clothing, or a specific playing space. At the same time, this assumes that behind any rules in the game, younger schoolchildren have an imaginary situation, which, if necessary, can be developed and implemented.

Thirdly, it turns out that in the development of any type of game several stages can be distinguished. Thus, at the very first stage, the child is able to accept an imaginary situation from the outside. At the second stage, he already independently knows how to construct and hold one of the most important components of the game - an imaginary situation. At the third stage, the child is able to implement the game without a detailed imaginary situation.

Let us illustrate this with an example. A child knocks a toy on the table. The mother who entered the room said: “Oh, what a musician we have! You probably play in an orchestra? Is that your drum?” A child who is psychologically ready for play activities and who accepts this imaginary situation will immediately change his behavior. As a rule, he will begin to knock more quietly, while either humming something or trying to adapt to the rhythm of the music broadcast on the radio or TV. What happened to him? He, having accepted an imaginary situation from the outside, transformed his objective activity into a game.

A child who is at the second stage of development of play activity no longer needs prompting from an adult. From the very beginning, he will try not just to knock the toy on the table, but will choose a special toy that could resemble a drummer’s sticks, and his actions (in this case, knocking) will not be random, but obey some kind of logic (motive, rhythm, etc.) .p.) At the same time, many of the children will try to change clothes to imitate a pop costume, or put on some attribute - a tie, bow tie, special beads, etc.

The third stage of development of play activity will be characterized by the fact that the child will be able to portray a drummer without any auxiliary objects, only with the help of his own palms or knees. Sometimes children at this stage will skip some action altogether, telling a playing partner or spectator: “Well, I played in the orchestra” or “It’s like I’m playing the drum” - while continuing to sit in the chair.

D.B. Elkonin, describing the highest level of development of the game, noted that sometimes children do not play so much as talk about the game. This translation of the game into a verbal plan is key to solving the problem of interaction between play and learning in primary school age.

Thus, in this paragraph the psychological and pedagogical characteristics of junior schoolchildren, their gaming and educational activities were given.

So, in modern schools there is an urgent need to expand methodological potential in general, and in active forms of learning in particular. Such active forms of learning include gaming technologies. The effectiveness of play as a means of creative personal development is especially evident in primary school age.

Games are used in educational work in secondary schools, youth centers, and institutions of additional education. The emotionality and excitement of the game, the opportunity to become a hero and experience real adventures with peers make the game attractive to schoolchildren.

Having carried out a content analysis of scientists' approaches to the concept of game, we can conclude that we still do not have a scientific, common definition of game for everyone, and all researchers (biologists, ethnographers, philosophers, psychologists) proceed from an intuitive understanding of the corresponding culture, a certain reality and the place of play that it has in this culture.

Play is the most accessible type of activity for children, a way of processing impressions received from the surrounding world. The game clearly reveals the characteristics of the child’s thinking and imagination, his emotionality, activity, and developing need for communication.

An interesting game increases the child’s mental activity, and he can solve a more difficult problem than in class. But this does not mean that classes should be conducted only in the form of games. Play is only one of the methods, and it gives good results only in combination with others: observations, conversations, reading and others.

While playing, children learn to apply their knowledge and skills in practice and use them in different conditions. A game is an independent activity in which children interact with peers. They are united by a common goal, joint efforts to achieve it, and common experiences. Play experiences leave a deep imprint on the child’s mind and contribute to the formation of good feelings, noble aspirations, and collective life skills.

Play occupies a large place in the system of physical, moral, labor and aesthetic education. A child needs active activities that help improve his vitality, satisfy his interests and social needs.

The game is of great educational importance; it is closely connected with learning in the classroom and with observations of everyday life.

Often a game serves as an occasion for imparting new knowledge and broadening one’s horizons. With the development of interest in the work of adults, in public life, and in the heroic deeds of people, children begin to have their first dreams of a future profession and the desire to imitate their favorite heroes. All this makes play an important means of creating a child’s orientation, which begins to develop in preschool childhood.

Thus, gaming activity is an urgent problem in the learning process.

Chapter 2 Game as a factor in the learning and development of the personality of a primary school student

2.1 The role of the game in the development of the personality of a primary school student

Today, more than ever, society's responsibility for educating the younger generation is widely recognized. The transformation of general education and vocational schools aims to use all opportunities and resources to increase the efficiency of the educational process.

Not all pedagogical resources are used in the field of child upbringing and development. One of these little-used means of education is play.

The game refers to an indirect method of influence: the child does not feel like an object of influence from an adult, but is a full-fledged subject of activity.

Play is a means where education turns into self-education.

Play is closely related to the development of personality, and it is during the period of particularly intensive development in childhood that it acquires special significance.

Play is the first activity that plays a particularly significant role in the development of personality, in the formation of properties and enrichment of its internal content.

Once you enter the game, the corresponding actions are reinforced over and over again; While playing, the child masters them better and better: the game becomes for him a kind of school of life. A child does not play in order to acquire preparation for life, but acquires preparation for life by playing, because he naturally has a need to act out precisely those actions that are newly acquired for him, which have not yet become habits. As a result, he develops during the game and receives preparation for further activities.

In play, a child’s imagination is formed, which includes both a departure from reality and penetration into it. The abilities to transform reality in an image and transform it in action, to change it, are laid down and prepared in play action, and in play the path is paved from feeling to organized action and from action to feeling. In a word, in the game, as in a focus, all aspects of the mental life of the individual are collected, manifested in it and through it are formed in the roles that the child, while playing, assumes; the child’s personality itself expands, enriches, and deepens.

In the game, to one degree or another, the properties necessary for studying at school are formed, which determine readiness for learning.

At different stages of development, children are characterized by different games in natural accordance with the general nature of this stage. By participating in the development of the child, the game itself develops.

At the age of 6-7 years, the child begins a period of change in the leading type

activity - the transition from play to directed learning (in D.B. Elkonin - “crisis of 7 years”). Therefore, when organizing the daily routine and educational activities of junior schoolchildren, it is necessary to create conditions that facilitate a flexible transition from one leading type of activity to another. To solve this problem, one can resort to the widespread use of games educational process(cognitive and didactic games) and during rest.

Young schoolchildren have just emerged from a period in which role-playing was the leading type of activity. The age of 6-10 years is characterized by brightness and spontaneity of perception, ease of entering into images.

Games continue to occupy a significant place in the lives of children of primary school age. If you ask younger schoolchildren what they do besides studying, they will all unanimously answer: “We play.”

The need for play as preparation for work, as an expression of creativity, as training of strengths and abilities, and, finally, as simple entertainment among schoolchildren is very great.

At primary school age, role-playing games continue to occupy a large place. They are characterized by the fact that, while playing, the schoolchild takes on a certain role and performs actions in an imaginary situation, recreating the actions of a specific person.

While playing, children strive to master those personality traits that attract them in real life. Therefore, children like roles that are associated with the manifestation of courage and nobility. In role-playing, they begin to portray themselves, while striving for a position that is not possible in reality.

Thus, role play acts as a means of self-education for the child. In the process of joint activity during role play, children develop ways of relating to each other. Compared to preschoolers, younger schoolchildren spend more time discussing the plot and assigning roles, and choose them more purposefully.

Particular attention should be paid to organizing games aimed at developing the ability to communicate with each other and with other people.

In this case, the teacher must use an individual and personal approach to the child. It is typical that very shy children, who themselves cannot act in scenes because of their shyness, quite easily act out improvised scenes on dolls.

The educational significance of story games for younger schoolchildren is fixed in the fact that they serve as a means of understanding reality, creating a team, fostering curiosity and forming strong-willed feelings of the individual.

Younger schoolchildren understand the conventions of the game and therefore allow a certain leniency in their attitude towards themselves and their comrades in games.

At this age, outdoor games are common. Children enjoy playing with a ball, running, climbing, that is, those games that require quick reactions, strength, and dexterity. Such games usually contain elements of competition, which is very attractive to children.

Children of this age show an interest in board games, as well as didactic and educational ones. They contain the following elements of activity: game task, game motives, educational solutions to problems.

During primary school age, significant changes occur in children's games: gaming interests become more stable, toys lose their attractiveness for children, and sports and constructive games begin to come to the fore. The game is gradually given less time, because... Reading, going to the cinema, and television begin to occupy a large place in the leisure time of younger schoolchildren.

Considering the positive value of the game for comprehensive development for a younger schoolchild, when developing his daily routine, one should leave enough time for play activities, which give the child so much joy. While regulating schoolchildren's games, preventing cases of mischief, excessive physical activity, egocentrism (the desire to always play the main roles), teachers at the same time should not unnecessarily suppress children's initiative and creativity.

A pedagogically well-organized game mobilizes children’s mental capabilities, develops organizational skills, instills self-discipline skills, and brings joy from joint actions.

So, in this paragraph, the role of the game in the development of the personality of younger schoolchildren and the effect of the game on the student’s personality were revealed.

2.2 Educational games as a factor in personality development

Educational games are games during which various skills are developed or improved. The concept of educational games is associated mainly with the childhood period of a person’s life. Children playing educational games train their own thinking, ingenuity, creativity, and imagination. Also, the term educational games can be used to refer to a series of gymnastic exercises with an infant child to develop muscle tone and general training.

The types, nature, content and design are determined by specific educational tasks in relation to the age of children, taking into account their development and interests. The beginning of the use of educational games for pedagogical purposes in the game is allowed at the age of (0)1 year, and depending on the development of the child in each particular case.

Classification :

by age groups:
- for children from 0 to 1 year;
- for children from 1 year to 3 years;
- for children from 3 years to 7 years;
- for children over 7 years old and adults;
type:
- modeling mass;
- play dough;
- plasticine;
- paints;
- applications;
- puzzles;
- constructors.

Educational games are all based on a common idea and have characteristic features:

1. Each game is a set of problems that the child solves with the help of cubes, bricks, squares made of cardboard or plastic, parts from a mechanical designer, etc.

2. Tasks are given to the child in various forms: in the form of a model, a flat isometric drawing, a drawing, written or oral instructions, etc., and thus introduce him to different ways of transmitting information.

3. The tasks are arranged approximately in order of increasing complexity, i.e. they use the principle of folk games: from simple to complex.

4. The tasks have a very wide range of difficulties: from those that are sometimes accessible to a 2-3-year-old child to those that are beyond the capabilities of the average adult. Therefore, games can excite interest for many years (until adulthood).

5. A gradual increase in the difficulty of tasks in games allows the child to move forward and improve independently, that is, to develop his creative abilities, in contrast to education, where everything is explained and where only performing traits are formed in the child.

6. Therefore, it is impossible to explain to a child the method and procedure for solving problems and cannot be suggested either by word, gesture, or look. By building a model and implementing a solution practically, the child learns to take everything himself from reality.

7. You cannot demand and ensure that the child solves the problem on the first try. It may not have grown or matured yet, and you need to wait a day, a week, a month or even more.

8. The solution to the problem appears before the child not in the abstract form of the answer to a mathematical problem, but in the form of a drawing, pattern or structure made of cubes, bricks, construction kit parts, i.e. in the form of visible and tangible things. This allows you to visually compare the “task” with the “solution” and check the accuracy of the task yourself.

9. Most educational games are not limited to the proposed tasks, but allow children and parents to create new versions of tasks and even come up with new educational games, i.e., engage in creative activities of a higher order.

10. Educational games allow everyone to rise to the “ceiling” of their capabilities, where development is most successful. In educational games - this is their main feature - they combine one of the basic principles of learning from simple to complex with the very important principle of creative activity independently according to their abilities, when a child can rise to the “ceiling” of his capabilities.

This union made it possible to solve several problems in the game related to the development of abilities:

firstly, educational games can provide “food” for the development of creative abilities from a very early age;

secondly, their stepping stone tasks always create conditions that precede the development of abilities;

thirdly, by rising independently each time to his “ceiling”, the child develops most successfully;

fourthly, educational games can be very diverse in their content and, moreover, like any games, they do not tolerate coercion and create an atmosphere of free and joyful creativity;

fifthly, by playing these games with their children, fathers and mothers quietly acquire a very important skill - to restrain themselves, not to interfere with the child’s thinking and making decisions, not to do for him what he can and should do himself. The five points listed above correspond to the five basic conditions for the development of creative abilities.

It is thanks to this that educational games create a unique microclimate for the development of the creative sides of the intellect.

At the same time, different games develop different intellectual qualities: attention, memory, especially visual; the ability to find dependencies and patterns, classify and systematize material; the ability to combine, i.e. the ability to create new combinations from existing elements, parts, objects; ability to find errors and shortcomings; spatial representation and imagination, the ability to foresee the results of one’s actions. Taken together, these qualities apparently constitute what is called intelligence, ingenuity, and a creative way of thinking.

So, in this paragraph the concept of educational games, their classification and scope of application of educational games were revealed.

2.3 Didactic games as a teaching method

Didactic games are a type of educational activities organized in the form of educational games that implement a number of principles of gaming, active learning and are distinguished by the presence of rules, a fixed structure of gaming activity and an assessment system, one of the methods of active learning. A didactic game is a collective, purposeful educational activity when each participant and the team as a whole are united in solving the main problem and focus their behavior on winning. A didactic game is an active educational activity involving simulation of the systems, phenomena, and processes being studied.

A distinctive feature of didactic games is the presence of a game situation, which is usually used as the basis of the method. The activities of the participants in the game are formalized, that is, there are rules, a strict evaluation system, and a procedure or regulation is provided. It should be noted that didactic games differ from business games primarily in the absence of a chain of decisions.

Didactic games differ in educational content, cognitive activity of children, game actions and rules, organization and relationships of children, and the role of the teacher. The listed features are inherent in all games, but in some, some are more pronounced, in others, others.

Various collections indicate many (about 500) didactic games, but there is still no clear classification or grouping of games by type. Most often, games are correlated with the content of education and upbringing: games for sensory education, verbal games, games for familiarization with nature, for the formation mathematical representations etc. Sometimes games are correlated with the material: games with folk educational toys, printed board games.

This grouping of games emphasizes their focus on learning, cognitive activity children, but does not sufficiently reveal the basics of didactic play - the features of children’s play activities, play tasks, play actions and rules, the organization of children’s lives, and the teacher’s guidance.

1) Travel games.

2) Errand games.

3) Guessing games.

4) Riddle games.

5) Conversation games (dialogue games).

Travel games have similarities with a fairy tale, its development, miracles. The travel game reflects real facts or events, but reveals the ordinary through the unusual, the simple through the mysterious, the difficult through the surmountable, the necessary through the interesting. All this happens in play, in play actions, it becomes close to the child and makes him happy. The purpose of the travel game is to enhance the impression, to give the cognitive content a slightly fabulous unusualness, to draw children’s attention to what is nearby, but is not noticed by them. Travel games sharpen attention, observation, understanding of game tasks, make it easier to overcome difficulties and achieve success.

A didactic game contains a complex of various activities of children: thoughts, feelings, experiences, empathy, searches for active ways to solve a game problem, their subordination to the conditions and circumstances of the game, children’s relationships in the game.
Travel games are always somewhat romantic. This is what arouses interest and active participation in the development of the game’s plot, enrichment of game actions, the desire to master the rules of the game and get a result: solve a problem, find out something, learn something.
The role of the Teacher in the game is complex, it requires knowledge, readiness to answer children’s questions, while playing with them, and to conduct the learning process unnoticed.
Isn't the term “travel” difficult for children? It can be explained by the simpler word "hike". But this is not necessary: the word “travel” appears in many programs on radio and television that are attractive to children, and it lives in the everyday life of adults who make many trips, sometimes together with children. This is our modernity. A travel game is a game of action, thought, and feelings of a child, a form of satisfying his needs for knowledge.

The name of the game and the formulation of the game task should contain “calling words” that arouse children’s interest and active play activity. In a travel game, many ways of revealing cognitive content are used in combination with gaming activities: setting problems, explaining how to solve them, sometimes developing travel routes, solving problems step by step, the joy of solving them, meaningful rest. The journey game sometimes includes a song, riddles, gifts and much more.

Travel games are sometimes incorrectly identified with excursions. Their significant difference lies in the fact that an excursion is a form of direct instruction and a type of lesson. The purpose of an excursion is most often to get acquainted with something that requires direct observation and comparison with what is already known. The content of the excursion is planned and has a clear structure of the lesson: goal, task, explanation, observation or practical work, result.

Sometimes a travel game is identified with a walk. But a walk most often has health-improving purposes; sometimes outdoor games are played during the walk. Cognitive content may also be present during a walk, but it is not the main one, but an accompanying one.

Errand games have the same structural elements as travel games, but they are simpler in content and shorter in duration. They are based on actions with objects, toys, and verbal instructions. The game task and game actions in them are based on a proposal to do something: “Gather all the red objects (or toys) in a basket,” “Arrange the rings by size,” “Take out round-shaped objects from the bag.”

Guessing Games"What would be..?" or “What would I do...”, “Who would I like to be and why?”, “Who would I choose as a friend?” etc. Sometimes a picture can serve as the beginning of such a game.

The didactic content of the game lies in the fact that children are given a task and a situation is created that requires comprehension of the subsequent action. The game task is inherent in the title itself: “What would happen..?” or “What would I do...”. Play actions are determined by the task and require children to perform an expedient intended action in accordance with
or with the set conditions created by the circumstances.

Starting the game, the teacher says: “The game is called “What would happen..?” I will start, and each of you will continue. Listen: “What would happen if the electricity suddenly went out in the whole city?”

Children make assumptions that are ascertaining or generalized and evidentiary. The first include assumptions: “It would become dark”, “It would be impossible to play”, “You cannot read, draw”, etc., which children express based on their experience. More meaningful answers: (“The factories would not be able to work—for example, bake bread,” “Trams, trolleybuses would stop, and people would be late for work,” etc.

These games require the ability to correlate knowledge with circumstances and establish causal relationships. They also contain a competitive element: “Who can figure it out faster?” Older children love such games and consider them “difficult games” that require the ability to “think.”
Games like “What would I do if I were a wizard” are games that encourage dreams to come true and awaken the imagination. They are played similarly to the previous game. The teacher begins: “If I were a wizard, I would make sure that all people were* healthy.” . .

Games in which the seeds of the future ripen are useful. Their pedagogical value is that children begin to think, learn to listen to each other
friend.

Riddle games. The emergence of mysteries goes back a long way. The riddles were created by the people themselves and reflect the wisdom of the people. Riddles were part of rites, rituals, and included in holidays. They were used to test knowledge and resourcefulness. This is the obvious pedagogical focus and popularity of riddles as smart entertainment. Currently, riddles, telling and guessing, are considered as a type of educational game.

The main feature of a riddle is an intricate description that needs to be deciphered (guessed and proven); this description is concise and often takes the form of a question or ends with one. The content of the riddles is the surrounding reality: social and natural phenomena, objects of labor and everyday life, flora and fauna. With the development of society, the content and themes of riddles change significantly. They reflect the achievements of science, technology, and culture.

The main feature of the riddles is the logical task. Construction methods logical problems are different, but they all activate the child’s mental activity. The need to compare, remember, think, guess - brings the joy of mental work. Solving riddles develops the ability to analyze, generalize, and develops the ability to reason, draw conclusions, and draw conclusions.

Conversation games(dialogues). The conversation game is based on communication between the teacher and the children, the children with the teacher and the children with each other. This communication has a special character of play-based learning and play activities for children. Its distinctive features are the spontaneity of experiences, interest, goodwill, belief in the “truth of the game,” and the joy of the game. In a game-conversation, the teacher often starts not from himself, but from a character close to the children, and thereby not only preserves playful communication, but also increases his joy and desire to repeat the game. However, the conversation game is fraught with the danger of reinforcing direct teaching techniques.
The educational and educational value lies in the content of the plot - the theme of the game, in arousing interest in certain phenomena of the surrounding life reflected in the game. The cognitive content of the game does not lie “on the surface”: it needs to be found, extracted, a discovery made and, as a result, something learned.

The value of the conversation game lies in the fact that it makes demands on the activation of emotional and mental processes: the unity of words, actions, thoughts and imagination of children. The conversation game develops the ability to listen and hear the teacher’s questions, children’s questions and answers, the ability to focus on the content of the conversation, complement what was said, and express a judgment. All this characterizes the active search for a solution to the problem posed by the game. Of considerable importance is the ability to participate in a conversation, which characterizes the level of good manners.

The main means of a conversation game is a word, a verbal image, an introductory story about something. The result of the game is the pleasure received by the children.

Conducting a game-conversation requires great skill from the teacher, a combination of teaching and play. The first requirement for managing such a game is to identify “small doses” of cognitive material, but sufficient to make the game interesting for children. Cognitive material should be determined by the theme - the content of the game, and the game should correspond to the possibility of assimilating this content without disturbing the children’s interest and curtailing play activities. One of the conditions for conducting a game-conversation is the creation of a friendly environment. The best time to play is the second half of the day, when there is a natural decline in new impressions, when there are no more noisy games and various emotions.

To summarize, we can say that in this paragraph the definition of didactic games was revealed, their classification was given, and the scope of their application in the process of teaching primary schoolchildren.

2.4 Sample program for conducting a developmental lesson using game teaching methods

An analysis of pedagogical experience shows that various types of games are quite actively used in the educational process: didactic games compiled by adults, which contribute in an entertaining way to the formation of the child’s cognitive activity; board-printed and word games; games with objects (toys, natural materials, etc.); outdoor activities (sports games and exercises) with a focus on physical development, etc. However, gaming activities are not used effectively enough for the socialization of younger schoolchildren and are considered as an additional pedagogical tool. This dictates the need to organize gaming activities in which primary schoolchildren could most fully enrich social experience and realize their creative potential, thanks to which their organic entry into society will occur.

To use gaming activities in working with children of primary school age, it is necessary to draw up a lesson program, for example:

	Game focus
	Games for getting to know each other and building trust	“Rope”, “Cobweb”, “Who Am I”, “Locomotive”, “Train of Virtues”, “Beep”
	Games to establish trusting relationships and to develop humanistic feelings	“Tender steps”, “How good I am”, “Press conference”, “On the ship”
	Games to develop a culture of behavior and maintain a positive emotional background	“The Life of Adults”, “Customs”, “Understand Me”, “Sculptor”, “Mime Artists”, “Window”, “Impromptu Theatre”
	Games for cooperation, team building	“Golden Key”, “Bridge”, “Towers”, “Siamese Twins”,
	Games for cooperation, formation of a culture of behavior	“Baba Yaga”, “Concerted Movements”, “Back to Back”, “Platforms”, “Figures”, “Rock”
	Games for collective trust, attention, relaxation, creating a positive mood	“Sea, Land, Sky”, “Thunderstorm”, “Swamp”, “Question to a Neighbor”, “14 Objects”, “Laughter”

Here is a list of some games that can be used when working with children of primary school age:

1. Games aimed at developing information and communication skills :

"Dialogue"

Target : develop the ability to recognize and creatively execute various expressive innovations.

First, the teacher explains to the children the meaning of the word “dialogue” (a conversation between two or more people). Then he offers to listen to a funny dialogue, expressively reading V. Lugovoy’s poem “Once upon a time.”

It turns out which word is constantly repeated by one of the participants in the dialogue “forgot”. The teacher suggests playing a dialogue: he reads the first line of the poem and all the questions (strict intonation), and the students repeat the word “forgot” in chorus (whining intonation). At the end of the dialogue, the “forgetful” one cries loudly.

The game can be varied during the lesson.

1. For example, a teacher, having divided the class into two groups, introduces two roles - the questioner and the answerer, and the strict and whiny intonation is preserved. Questions and answers are recited in chorus and accompanied by gestures and facial expressions.

2. A forgetful hero is chosen from among the children in the class. For example, it could be a child who most artistically portrays the forgetful hero of the dialogue. Questions are asked in chorus by the children of each row (one row - “Where did you live?”, another row - “Where were you?”, etc.). Various intonations are offered.

3. Theatricalization of the poem by two students at the blackboard (after the children remember the lines of the dialogue).

This game trains children in expressive recitation, develops the ability to listen to others and understand them. This dialogue can be called a joke dialogue, which develops a sense of humor in children and causes healthy laughter. The following conditions contribute to the successful implementation of this game: the presence of jokes and humor in the content of the text of the poem; preliminary preparatory conversation with students; inclusion of the teacher in the game process.

"Continue the story."

Goals:

1. Develop speech and creative imagination of children;

2. Stimulate theatrical and plastic creativity;

3. Learn to correlate the means of verbal and nonverbal communication.

teacher. Guys, listen to an unusual fairy tale, which is not only told, but also shown using gestures. (Tells a fairy tale, accompanying the story with gestures).

Once upon a time there lived a Bunny. (Clenches his right hand into a fist, and straightens his second and third fingers upward.) The bunny loved to walk. (Wiggles his “ears” fingers, creating the illusion of movement.) One day he went into someone else’s garden and saw that wonderful cabbage had grown in the beds. (Clenches his left hand into a fist- this is "head of cabbage".) The Bunny couldn’t resist and went to the cabbage. (Right hand With with protruding “ears” move your left hand, clenched into a fist.) I sniffed it - it smells so delicious! (Sniffs noisily.) I really want to try at least a small piece. (Imitates noisy biting And chewing.) Oh, how delicious. (Licks his lips.) Oh, how I want more (He circles his right hand around his left - “head of cabbage.”) Just when the Bunny wanted to take another bite, out of nowhere, the Dog runs. (Palm of the right hand With With fingers pressed tightly, he places it with an edge, and bends the second finger. the first one is raised up.) The Dog smelled the Bunny and how it barked (3 imitates, simultaneously moving his little finger down- The dog opens its mouth when barking.) The Bunny got scared and rushed away. (Describes with his right hand- Bunny's head circles several times.) I ran for a long time from Dogs Bunny. (Breathes like, after running.) Suddenly he sees a huge lake ahead. (Closes two hands in front of chest, forming a circle.) And a Duck is swimming on the lake. (Bends his right arm at the elbow And kitty you, fingers extended And closed.) From time to time the Duck dives into the water and takes out bugs from there. (Makes diving movements with his hand.)

- Hello, Duck! - says Bunny.

But the Duck doesn’t hear, he swims. ( Makes appropriate hand movements).

- Hello, Duck! - said the Bunny louder.

The duck doesn't hear again, he catches insects.

- Hello, Duck! - Bunny said very loudly.

Then the Duck turned to him and said:

I really don’t like it when people speak quickly, indistinctly and inexpressively. In such cases, I immediately pretend to be deaf. Don't be offended. Only the third time you greeted me so well that I was satisfied. Tell me about yourself: who are you? Where are you from? Where are you heading? Yes, tell it properly, don’t mince words, don’t mumble!

Teacher. I forgot the ending of the fairy tale. Therefore, it needs to be invented. But it will be much more interesting to create your own film studio and make a film. We will film a continuation of the fairy tale. What do you think is needed for this? What professions do people make films? What functions do people in these professions perform? What objects do they use in their work? What will the name of our film studio be?

Then the roles of scriptwriters, director, actors, cameramen, etc. are distributed in the class on a competitive basis.

When children compose the ending of a fairy tale, new characters can be introduced. After the roles are assigned, you can conduct a short rehearsal. Children who do not play an active role are offered the roles of experts and film buffs, who, upon completion of the fairy tale film, give it an evaluative description.

This game not only encourages children to fantasize, but also develops the ability to use gestures and facial expressions. A fairy-tale situation requires expressive and intelligible speech, which forces children to monitor their articulation in dialogue scenes. When organizing work to guide creative play, it is necessary to provide for the content of the conversation with children about professions related to cinematography; possible responses of children; think over ways to individually influence the children. In addition, this game contributes to the formation of a culture of behavior and friendly collective relationships.

2. Games aimed at developing regulatory and communication skills:

"School of Trust"

Target: develop the ability to trust, help and support fellow communicators.

Students are divided into pairs: “blind” and “guide”. One closes his eyes, and the other leads him around the room, gives him the opportunity to touch various objects, helps him avoid various collisions with other couples, gives appropriate explanations regarding their movement, etc. how to give commands? It is best to stand behind your back, at some distance. Then students change roles. Each of the students thus goes through a kind of school of trusting their friend.

At the end of the game, the teacher asks the children to answer who felt safe and confident, who had the desire to completely trust their partner. Why?

"Tales from the Garbage"

Goals:

1. Develop the ability to get used to the role and fantasize;

2. Learn to use your individual abilities when solving joint problems.

The teacher places empty boxes, paper bags, crayons, wood shavings, plastic bags, etc. on the table as trash (acting attributes).

Teacher. This incident happened in winter. The garbage has rebelled. It was cold, hungry, and boring for him to lie in the landfill. And the inhabitants of the landfill decided to help each other... Imagine, guys, and come up with a fairy tale.

Children begin to lift empty boxes and make a theater out of them. Crayons turn into people; shavings - in the hair; plastic bags - into beautiful napkins and a curtain for the stage. Plastic boxes turn into little animals. And a feast begins for the whole world...

Having created such a plot, the children get used to the roles, distributing them among themselves, and begin to play small scenes that can be combined into one big fairy tale.

3. Games focused on the development of affective and communication skills:

Meeting of fairy-tale heroes"

Goals:

1. Develop the ability to share your feelings, interests, and moods with communication partners.

2. Learn to evaluate the results of joint communication.

3. Form new experience of relationships between children.

The teacher selects a fairy-tale character for each child who has opposite personal qualities. For example, a child with conflict is given the role of a character who is friends with everyone and helps (Cinderella, Little Thumb), a child with low self-esteem is given the role of a hero whom everyone admires (for example, Ilya Muromets), an active child is given a role that involves restrictions on activity (glass little man, steadfast tin soldier), etc. Fairy-tale characters can be fictitious.

The “wizard” gives each child five “lives,” which they will lose if they change the behavior of their heroes.

Children sit in a circle and open a meeting of fairy-tale characters. Children can choose the topic for conversation themselves. They come up with a fairy tale for their heroes and act it out. After the game there is a discussion.

Teacher (asking questions). Describe how you feel in your new role. What prevented you from maintaining a certain style of behavior? Can you behave like your hero in real life? What are the strengths and weaknesses of each hero?

In addition to developing communication skills, this game is also well suited for correcting negative behavioral reactions.

Maternal care"

Target: develop the ability to show sensitivity, responsiveness, and empathy to those with whom you communicate.

Students tell and act out cases known to them of domestic and wild animals caring for their young, and parents protecting their children. Masks may be used in the game.

In a general conversation with the teacher, children conclude that people should treat pets in much the same way as their parents would treat them.

"The Last Meeting"

Target: develop the ability to express your experiences and feelings towards your communication comrades.

Before the game starts, the teacher asks the children to close their eyes and imagine a situation where, due to certain objective circumstances, they have to part with their friends (graduating from school, moving to another city, etc.). . There was a lot of good and bad between them, there was also something that they did not have time or did not want to say or wish to each other in time. Now such an opportunity is presented.

In the game, children express their wishes, ask for forgiveness, and talk about their feelings for their comrades.

Based on the above, when working with children of school age, it is necessary to develop a program of games aimed at familiarizing themselves with various social institutions, social institutions and socially recognized measures of the relationship between a person and society; to inform about the content of social roles with the use of: corresponding things-attributes and creation. As a result of these activities, children will accumulate social knowledge and information about the norms of modern society.

It must be remembered that the environment acts as a student’s objective and practical environment, influencing the deepening of knowledge of reality, the formation of socially significant relationships between the child and society, and ensuring creative self-realization in play activities.

The constant participation of schoolchildren in varied and meaningful play activities unites the team, ensures the systematic emergence of relationships of responsible dependence, and allows younger schoolchildren to establish social-normative relationships with peers; with other people.

A special role must be given to encouraging creative activity, which involves modifying the environment under the influence of the child and the teacher. In other words, it is necessary to stimulate initiative in younger schoolchildren and the desire to show their creativity in the game.

Thus, in this paragraph, an approximate program for conducting a developmental lesson was given, and exemplary educational and didactic games were considered.

So, today, more than ever, society’s responsibility for educating the younger generation is widely recognized. The transformation of general education and vocational schools aims to use all opportunities and resources to increase the efficiency of the educational process.

Not all pedagogical resources are used in the field of child upbringing and development. One of these little-used means of education is play.

But only after going through the school of role-playing play can a child move on to systematic and purposeful learning.

Only in play does the ability for active imagination arise, voluntary memorization and many other mental qualities are formed.

The game teaches, shapes, changes, educates. Play, as the outstanding Soviet psychologist L.S. Vygotsky wrote, leads to development. This allows us to conclude that play activity is of great importance and plays a huge role in the mental development of a schoolchild.

He plays because he develops and develops because he plays. Development practice game.

The game prepares children to continue the work of the older generation, forming and developing in them the abilities and qualities necessary for the activities that they will have to perform in the future.

Didactic games can be used to improve the performance of first grade students.

Taking into account the positive significance of play for the all-round development of a primary school child, when developing his daily routine, one should leave enough time for play activities that give the child so much joy.

Conclusion

Play is not the predominant type of activity in preschool age. Only in theories that consider the child not as a being who satisfies the basic requirements of life, but as a being who lives in search of pleasures, strives to satisfy these pleasures, can the idea arise that the children's world is a play world. Is it possible for a child’s behavior to be such that he always acts according to meaning? Is it possible for a preschooler to behave so dryly that he doesn’t behave the way he wants with candy, just because of the thought that he should behave differently? Such obedience to rules is a completely impossible thing in life; in the game it becomes possible; Thus, play creates the child’s zone of proximal development. In play, the child is always above his average age, above his usual everyday behavior; In the game he seems to be head and shoulders above himself. The game in condensed form contains, as if in the focus of a magnifying glass, all development trends; The child in the game seems to be trying to make a leap above the level of his usual behavior.

The relationship of play to development should be compared with the relationship of learning to development. Behind the game are changes in needs and changes in consciousness of a more general nature. Play is a source of development and creates a zone of proximal development. Action in an imaginary field, in an imaginary situation, the creation of an arbitrary intention, the formation of a life plan, volitional motives - all this arises in the game and puts it at the highest level of development, lifts it to the crest of a wave, makes it the ninth wave of development of preschool age, which rises throughout deep waters, but relatively calm.

Essentially, a child moves through play activities. Only in this sense can play be called a leading activity, that is, one that determines the development of the child.

At school age, play does not die, but penetrates into the relationship to reality. It has its internal continuation in schooling and work, compulsory activities with the rule.

A pedagogical axiom is the position according to which the development of intellectual abilities, independence and initiative, efficiency and responsibility of students and schoolchildren can only be achieved by providing them with genuine freedom of action in communication. Involving them in activities in which they would not only understand and test what is offered to them as an object of assimilation, but would also actually become convinced that their success in self-development, their fate as a specialist initially depends on their own efforts and decisions.

Firstly, the universality of children's play is determined by the fact that it reflects the totality of the basic forms of human activity. Indeed, activity is carried out in the game (albeit, however, still in its incomplete structure, not as productive, purposeful activity). In the game, communication and relationships take place (both role-playing and real). It cannot be denied that play is also a form of manifestation (and development) of consciousness, cognition, and thinking. For example, just replacing real characters and objects of activity with conventional objects is worth it, because replacement is one of the central mechanisms of mental activity. What about playing the plot in the mind, and reflection and assessment of the performance of game actions and relationships of one’s own and one’s partners, in particular from the point of view of their correspondence to the plot, real actions and relationships reproduced in the game, etc.? And in this sense, those who interpret the game as a form of implementation and development of mental activity are right. So, we can talk about children's play as a special universality and, above all, the presence and combination in it of such forms of activity as activity, communication and relationships, cognition.

Secondly, the game is distinguished by its non-finiteness, which is one of the specific features of children's play. The game is potentially endless. It does not have a predetermined product, or even if some target content is conceived, it, as a rule, is either not implemented or is transformed during the game and does not determine its completion. A pre-conceived plot unfolds, varies, enriches, transforms, changes, can lead to a new storyline, etc. Thus, we have the right to say that such an essential need, such an essential property of a person as infinity, is realized in the game.

Thirdly, the game reflects the ability to identify and separate, what we call the ability to “be yourself and others.” This occurs even in the simplest role-playing activities. “I am a bunny,” says the boy and performs actions corresponding to this role. At the same time, he never ceases to recognize himself as a real boy, Petya. Identification with the role and awareness of oneself and others as real subjects is the most important feature of the game itself. That is why the game intertwines role-playing actions and relationships with real ones. “I will be a mother, and you will be a daughter,” the plot of a common game is conceived - and already here the two-dimensionality of awareness of oneself and the other is manifested: a combination of role-playing and real characters. In this sense, it is legitimate to believe that the game realizes the need and ability of identification and isolation, the ability to “be yourself and others.”

The first chapter emphasized that play arises from the child’s need to learn about the world around him, and to live in this world as adults do. Play, as a way of understanding reality, is one of the main conditions for the development of children's imagination. It is not imagination that gives rise to play, but the activity of a child exploring the world that creates his fantasy, his imagination, his independence. The game obeys the laws of reality, and its product can be the world of children's fantasy, children's creativity. The game forms cognitive activity and self-regulation, allows you to develop attention and memory, and creates conditions for the development of abstract thinking. The game is a favorite form of activity for younger schoolchildren. In play, children master game roles, enrich their social experience, and learn to adapt to unfamiliar situations.

The game as a psychological problem still provides a lot of facts for scientific thought; there is still much to be discovered by scientists in this area. Play as a problem of education requires tireless, daily thinking of parents, and requires creativity and imagination from teachers. Raising a child is a great responsibility, a lot of work and great creative joy, giving awareness of the usefulness of our existence on earth.

The objectives of the final qualifying work were completed, the goal was achieved, the hypothesis was confirmed that the development of the personality of younger schoolchildren through games will be effective provided:

Systematic use of gaming methods and techniques in the educational process;

Taking into account the age and psychological characteristics of children of primary school age;

Creating comfortable psychological and pedagogical conditions for the formation of a harmoniously developed personality.

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NON-GOVERNMENTAL EDUCATIONAL INSTITUTION OF HIGHER PROFESSIONAL EDUCATION
EASTERN ECONOMIC-LEGAL HUMANITIES ACADEMY (VEGU Academy)

Course work “The role of games in teaching primary schoolchildren”

Performed by Levicheva Tatyana Evgenievna

Specialty - 050100.62 Pedagogical education
Specialization – Primary Education

Ufa-2013
Table of contents.

Introduction………………………………………………………..3
Chapter 1 Theoretical justification of the topic.

junior schoolchildren……………………………………………………4

Chapter 2 Design of teaching activities.
2.1 Methodological principle……………….…… …………………9
2.2 Educational games……………………………………………………………… …..10
2.3 Combinatorial games……………………………………..12
2.4 Analytical games……………………………………………14
2.5 Associative games……………………………………………16
2.6 Contextual games…………………………………… ………....18
2.7 Language games…………………………………………… …......21
2.8 Creative tasks……………………………………………..22
Conclusion……………………………………………………………..25
List of references……………………………….26

Introduction.

Games in the pedagogical process are extremely relevant. Through fun, a child learns to rely on himself and the people around him. Find out what should be rejected and what should be taken in the world around you.
The educational abilities of games have been known for a long time. Many outstanding teachers have correctly directed their interest towards the effectiveness of using fun in the learning process. The game especially fully expresses the abilities of a person - especially a child. With the arrival of school, a new stage in the child’s life begins. A new social point of view of the individual arises - the student - that is, a specific accomplice in one of the forms of socially important activity - educational - requiring enormous effort. At the same time, it should be taken into account that six-year-olds are characterized by increased excitability, emotionality, fairly rapid fatigue, instability of interest, and situational behavior. The transition from preschool age, where fun predominates, to school life, where the main thing is learning, must be pedagogically meaningful. The study of children's development indicates that all psychological processes develop more effectively in play than in other types of activities. A person who had many different, difficult games in childhood will grow up to be the most developed, harmonious and ready to communicate with other people.
The game has an irreplaceable quality - it organizes learning itself.
There is no need to first teach children using some new method and then use games. On the contrary, you can start the game, but the form of the game will not allow you to force it and require memorization. In the game, it will be inconspicuous, the walls separating the teacher and the pupils themselves will disappear. A new reality and new deeds will be born. The game teaches. He teaches both children and adults. It gives birth to the living reality of free learning, creative, fun, and effective.
Play is a particularly organized activity that requires tension of emotional and internal strength. The game constantly involves making decisions - what to do, what to declare, how to win? The desire to answer these questions stimulates the mental activity of the players. For children, playing is always an interesting activity. This is how she attracts teachers. Everyone is equal in the game. It is feasible even for weak pupils. A sense of equality, an atmosphere of passion and fun, an air of empowerment of knowledge - all this allows children to cope with shyness and has a beneficial effect on learning outcomes.
The purpose of my course work is to show the game as a way of teaching grammar and spelling, to study methods of its use in Russian language lessons.
The objectives of the work are: - reviewing literature on the topic.
- Finding and classification of material.
- Testing the methodology of playing the game in practice.

Perception.
Junior school students differ from older ones in the sharpness and freshness of their perception. But the perception of first-graders and students at the beginning of second grade is still imperfect and superficial. Very often, children pick out random details, but do not perceive important and important ones.
Younger schoolchildren cannot yet examine objects.
The second feature of perception is its narrow association with the actions of the pupil. Perception at this level of mental development is connected with the practical affairs of the child. For a schoolchild to perceive an object means to do something with it, change something in it, perform some action, take it, touch it.
A characteristic feature of first and second grade students is a clearly expressed fervor of perception. First of all, children perceive those objects or their characteristics, individuals that arouse genuine interest and emotional attitude.
During the learning process, perception changes, it rises to the highest degree of development. It is done by purposeful and controlled activity. Thanks to training, perception deepens and becomes more analytical.
Memory.
Primary school students have a more developed visual-figurative memory than verbal-logical memory.
Very often, students memorize texts mechanically, without attaching importance to the semantic connections within the memorized material. Although meaningful memorization has advantages over mechanical memorization.
The main direction in the development of memory of primary school students under the influence of training is the increasing role of verbal, logical, semantic memorization. Development of the ability to consciously manage memory, regulate its manifestation (voluntary memory).
Imagination.
A feature of the imagination of elementary school students is its reliance on perception. It is sometimes difficult for first and second grade students to imagine something that is not supported by a drawing or nature. The basic rule for the development of imagination in primary school students is to improve the reconstructive imagination associated with an early perceived image or the creation of a new image corresponding to a description, diagram, drawing.
Thinking and speech.
The thinking of a little first-grader is visual and figurative. Constantly oriented towards perception or representation. Thinking actively develops during the learning process. The student gradually learns to separate significant parts and characteristic features of objects and phenomena. Makes the first generalizations. On this basis, the child develops simple scientific concepts. The lexicographic reserve is increasing. The meaning of the words is clarified. Coherent speech is improved. The ability to listen to the opponent for a long time and carefully, without interrupting or stopping, improves. The speech of elementary school students may contain shortcomings that reflect the characteristics of the immediate linguistic environment.
Attention.
A feature of age is the relative weakness and slight stability of voluntary attention. They have significantly developed involuntary attention. A very important condition is the periodic change of types of student work. Organizing short breaks. Voluntary attention develops in parallel with the development of socially significant motives for learning. Awareness of responsibility for successful learning.

1.2 Forms of the game.

In the sphere of gaming activity, any specific game has a special space and time. How can we recognize them by their shapes? If you take and count how many people play this or that game, you can easily identify 7 recognizable organizational forms of gaming activity: individual, single, pair, collective, mass and, ultimately, planetary form of fun.

Individual form.
Individual play activity, in the popular expression of Friedrich Schiller, is “truly human fun” - spontaneous, independent in networks of permanent information from the source-vicar “I” of this information to the successor-source “not I” and vice versa. The most impressive example of purely personal fun may be video-computer fun in a “helmet”, when the player forgets that he is playing and lives in a virtual world. Also, among personal forms of fun it is allowed to include the fun of one person with himself in a dream and in reality, with various objects, for example, a ball, playing on the piano, painting, modeling, creating poems and stories.

Single player game.
A single game is the activity of 1 player in a simulation system
people with direct and feedback. The most pleasant imitation of solitary fun is the independent conclusion of chess problems and compositions such as “checkmate in two moves” and the like. The single-player form includes computer games and most video games. It is allowed to include the fun of pets with their owners, the fun of children with kittens, dogs. The single game form is allowed to include very unclear fun of one person with unusual natural phenomena such as levitation, telepathy, telekinesis. Single-player fun includes various types of fortune-telling, conspiracies, and almost all warlock procedures.

Doubles.
Doubles is a game played between two people. As a rule, these games take place in an atmosphere of competition and rivalry. Pairs play is the most common form of gaming activity. It includes games such as chess, checkers, tennis, billiards, tic-tac-toe.

Group form.
The group form of the game is game of three and more persons pursuing the same goal during the game. Group games include poker, preference, bridge, and television quiz shows with game elements.
The complexity of a group game is complicated by an order of magnitude - after all, each player must act not only to counteract the opponent, but also play in conditions of uncertainty of the game situation.

Group game.
Collective form – group game, where competition between individuals is replaced by a team of people. Collective games include orchestra playing. Play. Football. Hockey. War and business games. A collective game is a team school of self-organization and interaction between people who have a common goal - in a single impulse to win.

Mass and planetary forms.
Mass games are a fairly young invention that have become an integral part of the mass culture of modern consumer society.
Planetary forms of play include team sports in the Olympic Games. Soccer World Cup.
The question of the forms of playing the game occupies many prominent teachers and scientists. Almost each of them strives to highlight the optimal forms of playing the game.
There are seven main forms of playing the game:
- Individual.
- Single.
- Steam room.
- Group.
- Collective.
- Mass and planetary.

1.3 Classification of games.

The classification of games is a system that unites games that have a common methodological goal. Games that develop certain abilities.
That is why (conditionally - there is no strict classification - because 1 game can end up in several groups) were highlighted next games:
- TRAINING - more ordinary and traditional, allowing you to record training material and gain strong experience in implementing knowledge.
- COMBINATORY - widely known games where the player uses the material side of a linguistic sign (word). These are games that require the ability to quickly and accurately calculate options. Choose combinations of moves. Significantly develop and activate students' vocabulary.
- ANALYTICAL - games that develop analytical thinking. Allowing you to gain experience in free but correct logical analysis. They learn to find patterns, common and different features, cause and effect.
- ASSOCIATIVE – games aimed at associative thinking, finding comparisons, guessing hints.
- LANGUAGE – games that experiment with linguistic units. They are used very rarely, but are the most significant for language education.
- CONTEXTUAL - games that attract interest to difficult semantic connections in the text, develop the ability to explain, perceive what is not directly expressed, and, on the contrary, convey information using a variety of methods.
- CREATIVE TASKS - various assignments for writing, traditionally in compliance with certain most or least difficult criteria that promote the development of invention and ingenuity in the use of language means, - the ability to control and critically evaluate one’s creative work.

GAME DESCRIPTION PLAN.

The description of all games is based on a similar plan: the age of the children for whom the fun is invented is indicated. Required number of partners. Required attributes. Description of the course of the fun. A number of possible game options are given. At the end, it talks about the methodological purpose of the game, about how it can be useful to the players.

2.1 Methodological principle.

A few words about the methodological principle, which is more important when conducting games in the classroom - the principle of the open method. Any fun will be very effective if you play without hindrance, consider with the children why the fun is being carried out, why the criteria are such, whether the fun can be made better, changed, increased, etc. Often such a discussion brings more benefits than the game - developing creative capabilities and the child’s thinking, laying the foundation of a gaming culture.
A discussion about the rules of the game is equal in importance to the game itself. The process of discussion, agreement, mastering difficult rules, concluding disagreements that arise during the game, appealing to the code of rules, trying to change it - a beautiful school of complex relationships, which is so lacking not only for children, but also for adults. This the best way to developed, flexible thinking, capable of immediately taking into account a number of points of view and at the same time seeing the main thing. You can conduct separate classes dedicated to the topic of fun: why people play. What we call fun. What kind of fun do we like and why? How to accurately describe fun. How is it allowed to modify it? What consequences do certain configurations in the rules lead to, what consequences can there be from “not bad” and “bad” configurations.
The success of the game depends only on the atmosphere that develops in the group. There are games that are unthinkable without fervor, loud shouts, and quickly made decisions. And there are those that require a serene, trusting environment, silence and leisurely time. If the position of the children at some moment does not suit the mood of the game, it is better to postpone it for another option.
The more often children play, the less often they accept the game as a sudden “interval” in their studies - the easier and more accurately they will tune in to the game.

2.2 Educational games.

Educational games help to strengthen and, most importantly, activate the knowledge acquired by children. In a gaming situation, what is extracted from memory is what is traditionally said: “I didn’t know that I knew that.” At team game- the very process of heated discussion of an assignment, eliminating incorrect options, can give children more than systematic explanations from a teacher.
Games that are the opposite of the usual tasks can be especially useful: do not write correctly the words found in the text, but add spelling-difficult words yourself. Do not analyze the proposal, but come up with your own according to the proposed scheme. Such types of work allow you to rethink existing information, look at the dilemma from a different angle, and fill gaps in knowledge. After all, traditionally, children are required to analyze and divide language phenomena into elements, and in this case, by focusing on their knowledge, they realize the abilities inherent in language.
You can come up with a lot of educational games. It is possible to turn any assignment into a form of fun, up to and including “who will complete exercise No. 127 most quickly and accurately.” But you shouldn't abuse it. The educational games themselves are quite simple and soon get boring, but in moderation, especially when studying boring material that requires memorization, they are irreplaceable. These games develop quick thinking. The criticality of evaluating what is manufactured. Speech intricacy. Develop the ability to act concentratedly.
The proposed games are allowed to be used when studying different sections of the Russian language course. They are quite typical, so by analogy with them it is not difficult to come up with educational games for any option.

"CHECKS"
The game is aimed at elementary school children and 5th graders, but from time to time it can be very useful even for graduates who have not mastered or neglected the criteria for working with tested vowels and consonants. The duration depends on the number of players, but it will take at least 15 minutes. You will need pens and leaves. Primary school children need a driver.
Progress of the game:
Goal – Strengthening the skill of working with test words. Increasing the stock of “test words” in students’ memory. Increasing children's vocabulary. Accustoming to fast, concentrated work.
The task is to find as many test words as possible for the hidden word within a certain time. The work is carried out independently or by a small team. After the allotted time has passed, the composed words are read aloud. Whoever has the most correct words wins.
Reverse option - In five minutes, come up with as many words as possible, for which the test word will be n-r. "house". Then everything is the same as in option 1.

2.3 Combinatorial games.

Most popular games. There are a huge number of these games. These are various well-known crossword puzzles. Charades. Puzzles. Puzzles. Chinawords. Descriptions of these games are widespread in periodicals and various methodological and educational literature. Composing such games has become a profession for some people.
The center of interest in combinatorial games is the outer skin of the word. The players combine letters or combinations of letters and find a suitable option. The game process is similar to playing with a construction set - you need to make different models from the same parts in different combinations. Sometimes the opposite task is set - using a ready-made model (word) to find from what details it needs to be built.
Complex combinatorial games (especially "Palindromes" or "Charades") often require a large vocabulary and indescribable verbal ingenuity. The all-around competition for combinatorial games always goes well - combining competitions of charades, palindromes, puns, rebuses, puzzles, and crosswords. Competition in composing syllable chains, inter-team tournament in the game "Why Don't They Pronounce". Once a quarter or a year it is necessary to hold a real holiday of combinatorial games.
The second option for great fun is a parade of puzzles, which can last from seven days to a whole quarter. Sheets of whatman paper are hung on the wall - where anyone can create a puzzle, a charade, or a question of their own. The jury is selected in advance. Anyone who solves a puzzle writes down the answer on a piece of paper and, after signing it, gives it to the jury. The holiday ends with the jury, having awarded points to all the creators of interesting tasks and to everyone who submitted the correct solutions, announcing the favorites - those who scored the most points. You can announce favorites in categories: puzzles, charades, “Why don’t they say it.”, etc.
The most exciting games are based on the difference between the appearance of a word and its meaning (such as “Why Don’t They Pronounce” and “Etymological Dictionary”). The player looks at the word as if through the eyes of a foreigner; he deliberately does not notice the inclusion of the word in the fabric of a living language and can interpret and divide it in a wide variety of ways. Naturally, these “exercises” cause laughter due to the effect
“double vision” - since we do not for a moment forget the true place of the word in the system of language.
Since combinatorial games are quite widespread, this section includes only games that are more worthy of attention and do not force the teacher to prepare assignments for them in advance. In all the games offered, children have a chance to play independently. If necessary, the number of games of this type can be found in the literature.

"VERBAL CONSTRUCTOR"
The game is intended for primary school students. Pens and pieces of paper are needed. If there are a large number of players, a time reserve of 15–20 minutes is required. The game is conducted by the presenter.
Goal – Develop the ability to find letter combination options. Learn to work quickly and focused. Expand the children's vocabulary.

PROGRESS OF THE GAME.
Choose one long word.
The task is to create as many new words as possible from this word in a strictly allotted time (about five minutes). It is necessary to discuss in advance the possibility of using one letter several times.
The winner is the one who composes the most correct words.
When determining the winner, you can also take into account the length of the word composed. Then the 2nd winner will be the author of the longest word.

"CHARADES"
Wide famous game- which is a poetic riddle - in which a word is encrypted in syllables. The concept of a syllable in charades is relative. From a phonetic point of view, a word is not always divided into syllables correctly. Only the number of syllables in a word is strictly observed.
It's best to start by simply solving charades.
The game is played by teams. Points are awarded for the correct answer.
It’s much more useful and interesting to compose charades.
The game is played as a long competition, so that students have time to compose. The day of summing up is announced in advance. On this day, those who composed charades offer to solve them to all classmates.
GOAL – Development of imagery, flexibility of thinking. Intuition. Ability to understand indirect hints. Development of speech ingenuity. Fantasies. Versification skills.

PROGRESS OF THE GAME
A poetic riddle is read. For example.

The first syllable is the sound of a broken tap, (drip)
For a kiss there is no second sweeter, (mouth)
And you will find the whole thing in a restaurant
What is open for the rabbits in the green thicket. (Cabbage)

2.4 Analytical games.

Games that develop the ability to independently analyze facts and patterns. Notice the same and the different. They teach you to think logically.
The use of an analytical approach in these games differs from the mechanical “sorting out”, which in school is traditionally called analysis. Analytical games do not require students to act according to a model, but allow them to independently find a method of analysis and test its effectiveness.
They recreate in miniature the situation of a scientific discovery, which requires not only an objective logical analysis, but also an intuitive vision of the answer, an insight that arrives at the moment of creative takeoff and allows you to instantly concentrate the experiment of the previous long path of knowledge. The most common tasks offered in these games can be quickly solved using only logic; solving others requires associative thinking, instinct, the ability to think freely, and contemplate unexpected connections between phenomena.
The ability to think this way can be developed. After several games, the kid - thinking extremely tightly, modestly - will suddenly surprise everyone - by composing an unusual task. And this is especially important for exemplary and favorable children: they are often panic-strickenly afraid only of the unusual, not “like we went through.” When you play such games with a group of children, there will certainly be 2 - 3 people who amaze you with their ability to simply “create” an answer. One gets the impression that they don’t think about it at all - they immediately know what was meant. Often these are not even the best students, sometimes they are downright lazy. Success in analytical games will undoubtedly help both the teacher and the children look at themselves anew.
The taste for the most beautiful, unusual problems does not arise immediately. It takes time for children to play through all the stereotypical, obvious options several times and begin to crave the most complex and exciting ones.
It is important that the children understand the two main requirements for analytical thinking: it must exist, on the one hand, free, “unfazed,” and on the other hand, correct, strictly disciplined. The idea that the science of thinking and its will do not contradict each other, but, on the contrary, are firmly connected, will certainly come as a complete surprise to the children; their school practice, unfortunately, often shows otherwise: everything that is true is boring, everything that is exciting is wrong. At first they simply ignore the correctness of their own constructions. It would be good if the guys gradually make sure in their gaming experiment that only what is truly great is what is both true and interesting.

"WHAT COMMON"
Game for children and adults. Teams of 7 – 9 people. The number of teams depends on the number of participants. Time reserve 20 - 30 minutes. A large room is needed so that teams can confer without hearing the other team.
GOAL - Liberation of thinking. Developing the ability to dynamically change the angle of view. Attention. Observation. Ability to concentrate and work quickly. Adapt to a changing situation. Sense of humor. Rethinking known facts.
PROGRESS OF THE GAME
The players are divided into teams. The teams disperse to different corners of the room. The facilitator announces the task: Now the teams will have five minutes to think and work to find the greatest number of different answers to the question: “What do all of us, team members, have in common?” The teams prepare, then take turns giving their answers. For any answer, teams receive a point, but it is forbidden to repeat answers that have already been given or give the same type of options. For example, after the answer: We are all dressed - option - We are all wearing shoes - does not count. The team that fails to respond within the allotted time leaves the game. The team with the last answer wins.
The older the players are, the sooner they move from the answers: We all study at school or. We all have jeans - to versions: - We were all born, we all walk on two legs or. - We all have a conscience. The game is fast-paced, extremely exciting and fun. It is necessary to have a reserve of time so as not to interrupt it forcibly. It should be borne in mind that strong players are able to exchange more and more new answers, continuing the game for up to forty to fifty circles!
During the fun, disputes will certainly arise about whether certain answer options should be counted as the same type. So that this does not slow down the pace of the fun, it is better to first agree that the last word remains with the driver and after him, all discussions should be stopped.
You are allowed to play this game 1-2 times; more will be uninteresting. The answer options will begin to move from round to round. You need to make the most of the game. A wonderful moment for her is a newly created group of students, when it would not hurt for everyone to get to know each other better - the game “What's in Common” will undoubtedly help to do this quickly and in a fun way.

2.5 ASSOCIATIVE GAMES.

Associative games are games that activate capabilities that are practically unused in today's school - intuition, associative thinking, the ability to freely search without a specific algorithm.
There are noteworthy psychological studies about the phenomenon of "creative chaos" - a popular style of creative people - throwing things in the most unexpected places. Some psychologists argue that the point is not that people engaged in creativity cannot maintain order due to their own absent-mindedness. The opposite is true: randomly located objects provide food for associative thinking, prompt new creative ideas, and gifted people intuitively want to provide themselves with such “fuel.”
Perhaps this is so, and our desire to accustom children to routine, routine, and systematicity at any cost reduces their creative abilities. In this case, students simply need associative games. While playing with them, children enter the world of hints, comparisons, associations, the world of bizarre, unpredictable
etc.................

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