A game is a type of unproductive activity, the motive of which lies not in its results, but in the process itself. The purpose of any game is to promote human self-expression, education and personality development. Play is closely intertwined with work and learning. All aspects of the personality are involved in the game: the child moves, speaks, perceives, thinks; During the game, all his mental processes are actively working: thinking, imagination, memory, emotional and volitional manifestations are intensified.
Main Objectives: -Develop children's gaming skills. -Create an emotionally positive microclimate in the children's team. -Develop interest in fairy tales and fairy-tale characters. -Develop imagination. -Form game activity. -Promote the open expression of positive emotions and feelings from joint games with peers and adults. -Create a desire to be active in all matters. -Encourage children to show initiative and interest in various types of gaming activities and support their free creative self-realization in the game. -Contribute to strengthening the psychological and emotional health of each child. -Develop a caring attitude towards toys.
Introduce the fairy tale “The Man and the Bear”, Teach to express emotions through facial movements; encourage active perception of a fairy tale, arouse interest in theatrical activities, correlate the meaning of the text with expressive movements to music, develop creative and logical thinking, speech, and bring joy from joint communication.
To give an idea of folk toys, folk crafts and folk games. Amuse the children; cultivate character, mind, will; develop moral feelings; Physically strengthen the child; create a certain mood; cultivate interest in folk art.
Develop dialogue, activate vocabulary, learn to compose a comparative story. Develop the ability to run in different directions, dexterity, consolidate children’s knowledge about the content and characters of a fairy tale, teach them to act on a signal, and follow the rules of the game. Development of social and emotional intelligence.
It is the one that is more powerfully motivated that prevails. The motivations and motives of activity are discussed in detail in the article.
Motive and need
The path from need to practice is the way the need exits to the external environment. Activity is based on the motive through which it is formed. But the motive cannot be satisfied with every activity. This path consists of:
selection and motivation of the subject of need;
on the way from need to activity, transformation of need into interest and purpose, or rather a conscious need.
It follows that motivation and need are continuously linked. Need leads a person to activity, which is based on motive.
The motive of activity is what pushes an individual to activity, leading him to satisfy specific needs. The motive of activity is a reflection of a need.
For example, the motive for activity is both active, enthusiastic work and refusal to do it in disagreement.
Thoughts, needs, feelings and mental formations of a different order can act as a motive for activity. There are few internal impulses for an activity to be carried out. It is important to observe the object of activity and compare the motives and goals that must be fulfilled.
The motivational-need sphere of a personality is the entire sum of motives formed during human existence. This area is developing, but there are several main stable motives that form the orientation of the individual.
Motivation
Motivation is a combination of external and internal guiding forces that push a person to certain actions. It is a way of encouraging a person to practice to achieve goals.
Motivation covers more than a stable personal quality belonging to an individual. Motivation is a set of factors that determine an individual’s behavior, his motives, goals, needs, intentions, etc. It is also a process that supports and drives activity.
The motivational sphere consists of:
motivational system of the individual, including the stimulating forces of activity, that is, the very motives, interests, needs, goals, beliefs, attitudes, norms, stereotypes, and more;
achievement motivation - the need to achieve a high level of behavior and satisfy other needs;
self-actualization motivation is at the highest level of the hierarchy of motives and lies in the individual’s need to realize his own capabilities.
Correct plans, goals, and high organization will lead to nothing if there is no motivation. It compensates for damages in other areas, such as planning. Nothing can compensate for the motives of activity; abilities are important, but they are often not enough.
Motivation also determines success in practical execution, which cannot be achieved with knowledge and ability alone. The desire to work and achieve results is necessary. The amount of effort depends on the level of activity and motivation. People with high levels of motivation do more work and are more likely to achieve more.
It is wrong to observe the sphere of an individual's motives as a mirror of the sum of his individual needs. The needs of the individual are connected with social needs, their emergence and development are determined by society. The motivational sphere includes both individual and social needs.
Motivation
Motivation is a conscious influence on an individual, which is carried out by appealing to specific motives to persuade him to do something.
Motivation has two types:
Formation of a person’s motivational structure in an educational and educational manner. This requires knowledge, effort and ability, but it is possible to achieve long-term results.
External influence on an individual to carry out certain actions. A type of motivation that resembles a deal in structure.
There are various motives: self-affirmation, responsibilities to society, interest in the educational process, etc. For example, let’s consider a scientist’s motives for doing science: self-affirmation, self-realization, material incentives, cognitive interest, social motives.
Motives and motivation for human activity are certain attributes of the individual, they are stable. When we say that an individual exhibits a cognitive motive, we mean that the motivation to acquire knowledge is inherent in him in many situations.
The motive of activity, the definition of which has no explanation separately from the general system of mental life and the factors that make it up - actions, images, relationships, etc., is aimed at giving impulse to activity.
Lidia Bozhovich, a Soviet psychologist, when observing the structure of the motivational sphere of an individual in general, especially carefully considered the motives of students’ educational activities. It offers two broad groups:
To knowledge, the need for intellectual activity and acquiring new skills, abilities and knowledge, that is, cognitive motives.
The child’s need to achieve a specific place in the social hierarchy familiar to him is social motives.
These two groups combine to support effective learning activities. Motives caused by the activity itself have a direct impact on the individual, and social motives serve as an impetus for his activity with the help of conscious goals and decisions.
Structure of motives for educational activities
M.V. Matyukhina, taking Bozhovich’s classification as a basis, proposes such a structure. The motive for students’ educational activities consists of:
The motives on which educational activities are based, directly related to its product. The category is divided into two subgroups:
- Relating to the essence of the teaching. The student strives to acquire new knowledge, mastery of new information, methods of practical implementation, and awareness of the structure of the things around him. This is the content motivation.
Related to the learning process. The student wants to become active intellectually, express his thoughts in class, pose and solve problems in the educational process. process.
2. Motives that are associated with the result of learning, with what is beyond the boundaries of the learning process. This category includes the following subgroups:
Broad social motives: self-determination (the desire to be ready for future work, awareness of the importance of skills and abilities, etc.), self-improvement (the need to develop in the learning process), responsibility and duty to the teacher, class, society, etc.
Narrow personal motives - the urge to receive approval from parents, teachers, peers, and positive marks. This is the motivation for well-being. Prestigious motivation is the expressed desire to be in first place in academic performance, to be the best. Motivation to avoid trouble includes all the negative motives, the need to circumvent the disadvantages and dangers that may arise from superiors if the student does not make the proper effort.
Types of activity
Psychologists identify different forms of organizing types of activity, each of which entails its own motivation for activity. The motive of the game is to have fun. Study and work are motivated by a sense of responsibility and duty. These are no less strong feelings than ordinary interest. But when studying and working, it is necessary to arouse in the individual interest in the course of practical implementation or its outcome. The habit of working itself is also important, as are the motives for creative activity, which must be developed in the child.
The study of the motives of educational activity showed that various types of activity are interconnected, they complement each other and flow from type to type. While in kindergarten, in addition to games, a child learns to draw and count. A schoolboy spends time playing games after school.
Play activity
Moments of games perfectly complement the elements of game situations and captivate children. A game is an imaginary journey across a world map, for example. These are the playing roles of a teacher, seller, guide for mastering a foreign language in dialogue.
They cannot exist separately, although at a certain period of life one of them may prevail. In one period of life, the main activity is play, in another - learning, in the third - work. Before children arrive at school, the leading type of activity is play; at school, learning prevails. For adults, the main activity is work.
Motives for a teacher's activities
A.K. Baimetov, examining in detail the motives of the teacher’s activities, divided them into three categories:
motives for interest in communicating with children;
motives for passion for the subject of teaching;
motives of obligation.
As it turned out, teachers without a dominant motive with balanced three indicators have developed qualifications and high authority. The category of motivation influences the nature of the teacher’s requirements for students. A balanced motivation of the teacher leads to a small number and harmony of these requirements.
It is also worth considering that the prevalence of a particular type of motivation is interconnected with the teacher’s leadership style. The motive of obligation predominates among teachers with an authoritarian management style, the motive of communication prevails among liberals, and teachers without a predominance of a specific motive belong to a democratic leadership style.
Lyudmila Nikolaevna Zakharova, working on the professional motivation of a teacher, identified the following from a wide range of factors:
professional motives;
self-affirmation;
personal self-realization;
material incentives.
All this together forms a motivational field of activity for all participants in the educational process.
There are three types of activities: play, learning, work.
A game is a procedural activity because the process is important, not the result. Studying and work are productive types of activity; they are close in psychological nature, since it is the result of the activity that is important here, and not the process.
A game.
A type of unproductive, procedural activity, the motive of which lies not in its results, but in the process itself. But simply, the child likes to play, it is pleasant for him, so he plays. This is the first type of activity that a child masters.
It is known that play behavior is also observed in young animals, manifested in all kinds of fussing, imitation of fights, running around, etc. Some animals are observed playing with things. The behavior of young animals during play can be considered, first of all, as the realization of the body’s need for activity and discharge of accumulated energy. This is evidenced by the fact that their play is inhibited during fasting or limited nutrition, when exposed to high environmental temperatures, etc. If an animal is deprived of play partners for some time (this phenomenon is called “play hunger”), then its excitability and play activity then sharply increase, i.e., a corresponding accumulation of energy occurs.
Research shows that for a child, play also serves as a form of realization of his activity, a form of life activity. Its motivator is the need for activity, and its source is imitation and experience.
But from the very beginning, the child’s play, unlike the play of animals, is mediated by social experience, which the child learns in joint activities with adults. For example, when a two-year-old child washes the floor, he plays because no one demands any result from him. But still, the child tries to keep it clean. Those. the child imitates the goal of the action. This goal is not an immediate physiological necessity; the desire for purity is a cultural requirement, it is set by social experience. A monkey in the same situation would imitate the action, and not the goal of the action, i.e. she would simply wave a rag. Finally, a rag is perceived by a child not just as a thing, but as a tool intended for cleaning.
Thus, in the game, the child continues to get acquainted with the object-tool world of people, where each thing has its own purpose, where people use each thing in a very specific way: “This is a chair, they sit on it, this is a table, they eat at it.” .
Play, as a type of independent activity, appears in a child at the age of three, after the “I myself” crisis. The child already masters human ways of perceiving the world around him, has learned to act like a person, but still in close cooperation with the mother and under her guidance. Now, having freed himself from the mother-child dyad at the age of three, the child learns to act independently, independently of adults.
In parallel with objects-tools, the child encounters in his practice another type of things - toys. The human way of using the latter is play, that is, using them to depict some other, real things and actions. Adults teach children this use of toys. They show the child how to feed a doll, rock it, take it for a walk, how to feed a teddy bear, drive a car, etc.
However, the very attitude towards a toy as an image of a “real” thing arises in a child only in connection with the inclusion of words in play activities. Thanks to the word, it becomes possible to replace real actions with things with speech actions. By the age of four or five, real actions when playing with toys are increasingly curtailed and replaced by verbal ones. Instead of a detailed reproduction of feeding the doll, the child brings a spoon to it once and says: “I’m feeding... I’ve already eaten,” etc.
As the child grows up, the game becomes more complex. At three or four years old, children play role-playing games. For example: “Let’s play! I’ll be mom, and you’ll be dad!” By distributing roles in the game, treating each other in accordance with accepted roles (mother - daughter, doctor - patient, etc.), children master social behavior, methods of coordinating actions, subordinate to the requirements of the team.
At five or six years old, children play games according to the rules; in such games they learn to obey the rules and demand the same from other children. Actions in such games are governed by abstract requirements or rules. The people around you, the participants in the game, begin to act as bearers of such rules. The goal of the activity itself shifts to its socially reinforced result (to win). Here, in essence, the exit from the game begins. While remaining a game according to social characteristics (the activity still does not produce a useful product), in its psychological structure the activity approaches work (the goal is not the activity itself, but its result) and learning (the goal is mastering the game).
Teaching.
However, in all types of child behavior and activity that we have considered so far, this final result - the mastery of social experience - did not coincide with the goals of the activity itself. A child does not manipulate things in order to learn something. When he takes his first steps and tries to say his first words, he is not driven by the goal of learning to walk and talk. His actions are aimed at satisfying the immediate needs for research, activity, mastering things, influencing others, etc. Mastering appropriate actions and information is, therefore, not a goal for the child, but only a means of satisfying the corresponding needs.
There comes a time when a special type of activity enters a child’s life. This is an activity whose immediate goal is the very development of certain information, actions, and forms of behavior. Such specific activity of the subject, which has as its goal learning, is called teaching.
So, teaching is an activity with a goal, which is learning, i.e. mastering knowledge, skills and abilities.
The teaching includes:
- assimilation of information about the significant properties of the world necessary for the successful organization of certain types of ideal and practical activities (the product of this process is knowledge);
- mastering the techniques and operations that make up all these types of activities (the product of this process is skills);
- mastering the methods of using the specified information for the correct selection and control of techniques and operations in accordance with the conditions of the task and the goal (the product of this process is skills).
Thus, learning takes place where a person’s actions are controlled by a conscious goal - to acquire certain knowledge, skills, and abilities.
From this it is clear that teaching is a specific human activity. In animals only learning is possible. And for a person, learning is possible only at the stage when he masters the ability to regulate his actions by a conscious ideal goal. This ability reaches sufficient development only by the age of six or seven, being formed on the basis of previous types of activity - play, speech, practical behavior, etc.
The first initial condition for the formation of educational activity is the creation in the child of conscious motives for acquiring knowledge, skills and abilities.
Educational activity not only equips a person with the knowledge, skills and abilities necessary for various types of socially useful activities. It also develops in a person the ability to manage his mental processes, the ability to choose, organize and direct his actions and operations, skills and experience in accordance with the task at hand. The child develops higher mental functions; the main feature is that they are voluntary.
By their nature, learning and work are psychologically very close: both learning and work are productive, i.e. they are performed for the sake of results. From this it is clear that learning prepares a person for work.
Work.
Labor is an activity aimed at producing certain socially useful (or at least consumed by society) products - material or ideal. Labor activity is the main human activity. Humanity (as a species) would cease to exist if it stopped working. Therefore, labor activity can be considered as a specific species behavior of a person, ensuring his survival, victory over other species and his use of the forces and substances of nature.
The goals of labor activity can be things consumed by people, and things necessary for the production of such consumed things - bread and cars, furniture and tools, clothing and cars, etc. This can be energy (heat, light, electricity, movement) and media (books, drawings, films). Finally, these can be ideological products (science, art, ideas) and actions that organize the behavior and work of people (management, control, security, education).
In this case, it does not matter whether the product produced by a person is needed to satisfy his own needs. It is enough if the product is needed by society as a whole. Accordingly, the goals of a person’s activity cease to be determined by his personal needs. They are given to him by society, and the activity itself takes the form of fulfilling a certain social task. Thus, the labor activity of people is social in nature. The needs of society form, determine, direct and regulate it.
This activity is also public in nature. Thanks to the division of labor in modern society, no one person produces everything he needs, and almost never participates in the production of at least one product from beginning to end. Therefore, everything that is required for life, a person must receive from society in exchange for his labor.
Thus, the actions that a person performs in work are determined not by biological need, but by the set production goal and his relationships with other people in the process of achieving this goal. To carry out and regulate this kind of action, it is necessary to use higher processes of information processing, and, above all, imagination and thinking.
"Game" - Throw angle. Reach point A faster than others. You can play with: With a computer (1 or more computer players). Brief information about the brand. Sol is the first Mexican beer to be produced in Russia. Technical Cutouts (several options) Changing the geometry of the sides. Can be played with: With a computer. Changing shape.
“Logical games” - In everyday life: In mathematics: In literature: In computer science: What do we know about logic? At the stop, 5 people got off and 3 people got on. Where did you encounter the logic of the story? Group of historians. Group of practitioners. Is there logic in works of art? Try to characterize the concept of “logic”?
“The Game of Life” - 1940. The founder of the idea was John von Neumann. Classification of figures: stable figures; periodic figures; moving figures; eaters, etc. Sciences that were influenced by the development of the game “Life”. Figure 4. The case when in the first population the calculated cell is alive. Fig. 1 “Flasher”. Elektrostal, 2010 Speaker: Posevina A.D. Nomination: mathematics.
“The smartest” - What is the name of a computer that provides its resources to other computers when working together? What is the name of the Internet service provider? What is the joking name for email? In what format are graphic files saved for transferring images over a network? eleven.
“Informatics games” - I. Station 2. Station 1. E. Game “travel to the country of computer science.” "Keyboard". M.Y.S.P.A. INSERT ESCAPE END PAGE UP ENTER HOME. DELETE, BLACKSPACE. K. "Erudites". Bon Voyage! N.R.H.
This is a means of education in which the teacher, as an instrument for shaping the student’s personality, uses his free (play) activity in imaginary and real situations, directing it to the development of positive personality traits.
Excellent definition
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A GAME
play activity, one of the types of activities characteristic of animals and humans. In the ontogenesis of animals, I. is one of the forms of specific development. types of behavior.
According to the theory of “excess strength” (F. Schiller and G. Spencer), energy occurs in young animals due to the fact that not all of their energy is spent on the struggle for existence; an excess of energy is formed, which finds outlet in all kinds of movements that are not directly related to the struggle for existence. Spencer supplemented this theory with indications of imitation as a source of intelligence and exercise as its function. Special subject Research into animals and humans began for the first time in the works of K. Gros (1899). I., according to Gros, occurs only in those animals whose innate instinctive forms of behavior are insufficient to adapt to changing conditions of existence; for them, I. is such a form of life activity, in which a preliminary event occurs. adaptation of instincts to future conditions of the struggle for existence. Gros. considered I. a form of self-improvement for young beings, which is why his theory is called. "The Theory of Prevention". A significant amendment to Grosz's theory was made by K. Bühler, who believed that the desire for improvement, for repetition of the same actions, is supported by the pleasure of the activity itself. He called such pleasure functional, and I. defined it as an activity accompanied by functional pleasure and performed for the sake of it. Dr. aspects I. highlighted by Goll. zoopsychologist F. Beitendijk (1933). He identified 4 main ones. features of I., linking them with characteristic behavioral traits characteristic of children. to the body: lack of direction of movements; impulsiveness; affective connection with the environment; timidity, timidity, shyness. Analyzing the emergence of I. in the course of evolution. development, he came to the conclusion that I. is common only in carnivores, which are natural hunters, and among herbivores - only in monkeys, which are similar to hunters in that their form of obtaining food is grasping objects. Beitendijk came to the conclusion that I. is always associated with k.-l. an object that contains a lot of novelty and itself, as it were, plays with the player. In contrast to Gross, Beitendijk believed that I. is not based on departments. instincts, and more general drives that are behind the instincts: the drive to liberation, the drive to merge with the environment and the drive to repeat. In recognizing the primacy of these drives, Beitendijk follows Z. Freud, who considered all life and activity to be a manifestation of the original biol. attractions. Gros. and Beytendijk, with a certain difference in approaches, considered animal life as external. expression of deep instincts or drives and identified I. animals and humans. They did not see the qualities and differences of a child developing in society and assimilating society. experience from young animals only adapting to the conditions of existence thanks to hereditary fixation. species experience. Of particular interest is the study. J. Piaget (the theory of the predominant influence of intelligence on the development of children's intellect, 1945), who considered intelligence (in connection with the development of symbolic functions) as an activity in which the processes of assimilation by the child of the surrounding reality predominate in accordance with the egocentric nature inherent in children. position.
In Fatherland Marxist literary question. about the origin and content of I. was raised by G. V. Plekhanov. Play, he pointed out, is “the child of labor, which necessarily precedes it in time.” Plekhanov believed that education arose in response to society’s need to prepare younger generations for life in society. The need for history research to build a full-fledged theory of I. was emphasized by E. A. Arkin. Development of the theory of I., clarification of its social nature, internal. structures and meanings for child development were studied by L. S. Vygotsky, A. N. Leontiev, D. B. Elkonin and others.
Research travelers and ethnographers, containing material about the position of a child in a society at a relatively low level of history. development, provide sufficient grounds for the hypothesis about the emergence and development of children. I. At the early stages of development of society, when the main. the method of obtaining food was gathering using simple tools (sticks) for knocking down fruits and digging up edible roots; food did not exist. Children were included early in the lives of adults, practically mastering the ways of obtaining food and using tools. 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 preparing a future hunter, herdsman, etc. In this regard, adults began to make tools (knives, bows and arrows, slings, lassos, etc.), which were exact copies of the tools of adults, but smaller in size, specially adapted for children. I. arose from p-razheniya. Det. the tools increased along with the growth of the children, gradually acquiring all the properties of the tools of adults. Society as a whole is extremely interested in preparing children to participate in future responsibilities. and important areas of work, and adults in every possible way contribute to the I.-exercises of children, over which I.-s competitions are built, which are a kind of exam and societies. review of children's achievements.
With the increasing complexity of tools and the further division of labor in society, children are gradually excluded from areas of production inaccessible to them. activities. Complex tools of labor, when their size was reduced for children, lost their fundamentals. functions, keeping only the external similarity. This led to the appearance first of toys, and then of toys that only resembled objects with which adults act. A plot-role (or plot) I. arises (see Children's games), in which the child assumes and performs a role corresponding to the role. actions of adults. Children, left to their own devices, unite and organize their own special play life, which basically reproduces. features of societies. relationships and work activities of adults. In role-playing history, the reproduction of objective actions fades into the background, and the reproduction of societies comes to the fore. relationships and labor functions.
In individual development modern. child I. is of great importance. In it, the child’s need to interact with the world is formed and manifested, intellectual, moral and volitional qualities develop, and the personality as a whole is formed. I. is the practice of child development, leading activities in preschool. childhood. East. I.'s development does not repeat. In ontogenesis, chronologically the first is role I., which serves as the most important source of the formation of the child’s social consciousness in preschool. age. In role-playing I. the child identifies himself with adults and reproduces their functions and relationships between them in conditions specially created by him. A characteristic feature of play conditions is the replacement of real objects, with which adults act, with toys, which is important for the child’s identification of social relations between people. Role-playing is a form of modeling by a child of social relationships in those manifestations that are accessible to him, and thereby highlighting them. This is its basis. function and significance for the development of a child’s personality in childhood. The content of role-playing is the most important to educate. meaning. This was already pointed out by I.M. Sechenov. He associates his person with all the heroes passing through his consciousness and with all their properties, at first, of course, purely external. By merging himself with any image, the child begins to love all its properties; and then, through analysis, love, as they say, only the latter. Here is the whole moral side of man” (Izbr. prod., 1953, p. 106). The importance of keeping I. for education was repeatedly emphasized by K. D. Ushinsky: “One girl’s doll cooks, sews, washes and irons; another is hanging out on the sofa, receiving guests. Don’t think that all this will pass without a trace with a period of play, it is very likely that from this, over time, associations of ideas will arise and strings of these associations will be connected into one vast network that determines the character and direction of a person.” (Collected works, vol. 8, 1950, pp. 439-40). The importance of education as an important means of educating a developing personality has always been emphasized in the Soviet Union. ed. theories.
The content of role-playing is realized by the child in the role he has taken on. Every role contains certain rules of behavior. Submission to them is the most important moment of any role play. Submission to the rules is associated with the pleasure that a child receives in play. This connection was first emphasized by Vygotsky in the form of a paradox: “A child in play cries like a patient and rejoices like a player.” Having taken on a particular role, the child is guided not by the attractiveness of the situation, but by the rules of the role. Thus, in any role-playing role there is necessarily a struggle with the immediate. impulses, the need to obey the assumed role, forms of voluntary behavior are formed.
It is very important that I. is often collective in nature. The group of children playing acts in relation to each department. participant as an organizing principle, authorizing and supporting the fulfillment of the role taken on by the child. In collective I. children are created. the community, although reproducing the life of adults, but living as an independent community, in a certain sense acts itself. team. The actual play relationships and relationships regarding play that arise during play have a unique impact on the child’s personality, in particular on the development of speech and communication skills. Role-playing, which arose as a special form of satisfying the child’s need to take a certain place in the world around him, transforms this need into its specific form - to carry out activities characteristic of adults, activities that are socially significant and socially valued. Therefore, I. is important for the formation of the child’s social needs, in particular for the formation of readiness for school. training.
The child’s actions with substitutes for real objects in the course of his development are reduced and become more and more generalized, turning into actions with the meanings of objects. This is a prerequisite for the formation of actual mental actions based not on objects, but on words, which are carriers of objective meanings and, therefore, an important prerequisite for the transition to speech thinking itself. Already in preschool. Other forms of I. appear at age, in particular I. with rules, specially created by adults or passed on from generation to generation. Various didactic. and mobile I. contribute to the development of perception of the department. things, observation, the formation of generalizations and other aspects of intellectual activity, improving coordination of movements, speed, strength, accuracy, etc.
In junior school age I. and its role in development is gradually relegated to the background. The leading activity of the child is learning. Role-playing I. acquire a different content.
The study of games and play activities has become widespread abroad. Fundamental research attracts the attention of scientists. I. Huizinga, R. Caillois, J. Giraudoux and others about the place of the gaming phenomenon in culture, in the development of civilization.
The complexity of the gaming phenomenon and the variety of game elements in children’s lives correspond to the multiplicity of theoretical theories. approaches and recommendations. Along with Piaget’s cognitive theory, the approach proposed by S. Buhler, which highlights the development of sensorimotor processes in play activity, as well as the concept of the affective (emotional) meaning of play by J. Levy, is widely used. A search is underway for a general theory that can combine both approaches.
In research J. Choteau and R. Coey trace the age-related dynamics of children's play behavior. Thus, the data of Coey (1985) confirm that in the play behavior of a child age, imitation (plot-role) still prevails I. Kulminats. the phase of building-constructive I. falls on children of five years old, and beat. weight of object-manipulative imitation. play remains equally high among children aged 3 to 9 years. At the same time, in comparison with the data of M. Vilik (1936) modern. The child plays I. with objects much more than his peer 50 years ago, preferring those that stimulate mobile I.
The programs for introducing children to I. that are being developed abroad mainly concern the solution of three tasks: encouraging spontaneous I., including symbolism in I., and stimulating mental development. Questions of social determination of gaming activity are posed narrowly - as the influence of the microenvironment. The nature of societies. values and ideals are not taken into account.
Attention zarub. researchers are attracted by the activity itself. character children I. as a phenomenon accessible to ped. influence. Described through the concept of “internal control of behavior” itself acts. I. assumes the mastery of gaming strategy, gaming skills, the ability to conduct I. intensively and plannedly, to show free imagination and obey the rules of real life (to act in two planes - real and imaginary: K. Bühler, 1930; Deci, 1975, etc.) .
An important place is given to the influence of play groups on stimulating the development of children. Based on research. Piaget, Vygotsky, Elkonin, J. Newson and E. Newson et al., Coey concludes that the opportunity to play with peers has a huge impact on the acquisition of social behavior skills and stimulates the mental development of children. In this regard, the data on the decrease in the frequency of joint work are alarming. I. children in the 80s. compared to the 40s. (K. Warne, 1971).
Monthly and quarterly magazines are published in the USA, Great Britain, Germany, Japan, etc., and manuals on information science are published in mass editions. Intl. Association for the Defense of Children games (Stockholm), Int. advice on children I. and toys.
Lit.: Plekhanov G.V., Letters without address. Third letter, Soch., vol. 14, M., 1925; Arkin E. A., A child and his toy in conditions of primitive culture, M., 1935; Leontyev A. N., Psychologist. basics of preschool games, in his book: Favorites. psychol. works, vol. 1, M., 1983; U sh i n s k i i K. D., Man as a subject of education, vol. 1, Works, vol. 8, M., 1950; Elkonin D.B., Psychology of play, M., 1978; Vygotsky L.S., Game and its role in mental health. child development, VP, 1966, No. 6; Questions of zoopsychology, ethology and comparison, psychology, ed. K. E. Fabri, M., 1975; Groos K., Die Spiele der Tiere, Jena, 1896; his, Die Spiele der Menschen, Jena, 1899; his, Das Seelenleben des Kinders, V., 19?3 (in Russian translation, - The mental life of a child, K., 1916); In u-h l e r K., Die Krise der Psychologie, Jena; B u u t e n d i j k F. J., Wesen und Sinn des Spiels, B., 1934; Piaget J., La forma-tion du Symbole chez lenfant, Nchat.-P., 1946; HuizingaJ., Homo ludens. A study of the playelement in culture, Boston, 1955; K o o i j R., G r o o t R., That’s all in the ca-me: theory and research, practice and future of children’s play, Rheinstetten, 1977; Hans J., The play of the world, Amherst, 1981; Kreuzer K. J. (Hrsg.), Handbuch der Spielpadagogik, Bd 1-2, Dusseldorf, 1983; With ha n an G., Francis H., Toys and games of children of the world, Barcelona - P., 1984.
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