Journey to the land of interesting games: a project for children of senior preschool age

Journey to the land of interesting games: a project for children of senior preschool age

Rizyapova I.I., Khabibullina V.N. Journey to the land of interesting games: a project for children of senior preschool age // Owl. 2021. N 4 (18). URL: https://kssovushka.ru/zhurnal/18/ (access date: 11/21/2021).

Order No. 431957

APPENDIX: Approximate game plan for the implementation of the project “Journey to the Land of Interesting Games”

Type of project : speech, cognitive and creative.

Implementation time: long-term.

Project participants: children 5-6 years old, 6-7 years old, teachers, parents of students.

Relevance of the topic:

Currently, the requirements of the educational system for the speech development of children have increased. The Federal State Educational Standard has defined as one of its objectives the development of the abilities and creative potential of each child as a subject of relationships with himself, other children, adults and the world. The comprehensive development of a preschooler can be achieved only on the basis of play activities, during which the child develops imagination and the symbolic function of consciousness, gains experience in communicating with peers, and comprehends moral values ​​and rules of behavior in society.

In this regard, the issue of developing verbal creativity in preschool children using various methods and technologies is relevant.

Based on the above, goals and objectives were set for the development of verbal creativity of older preschoolers in the process of developing gaming technologies that stimulate verbal creativity and independence of children.

Goal: Development of speech creativity of preschool children in the process of play activities through inclusion in various types of activities, teach them to speak the Tatar language, develop dialogic and monologue speech.

Tasks.

Educational:

• to cultivate independence, initiative through the organization of play activities, positive relationships between children and adults.
• cultivate a desire to communicate in the Tatar language.

Educational:

• develop variable thinking, imagination and creative abilities, curiosity, observation, the ability to experiment, create conditions for the formation of fantasy, imagination, and creativity.
• improve all aspects of speech: achieve clear pronunciation of all sounds of the native language, expand and activate the vocabulary, continue to develop dialogical speech,
• develop interest in learning the Tatar language, promote speech understanding and the desire to speak and communicate in another language.

Educational:

• teach word creation;
• teach forms of monologue speech in the Tatar language;
• teach answering questions in a short and common form.

Project implementation principles:

1. Accessibility: taking into account the age characteristics of children; adaptability of the material.
2. Systematicity and consistency: gradual presentation of material from simple to complex; frequent repetition of acquired knowledge, rules and norms.
3. Visual and entertaining: the proposed material must be understandable, have an entertaining beginning, be playful or have elements of a game or surprise.
4. Dynamism: integration of the project into different activities.
5. Supporting children's initiative in various activities.
6. Taking into account the individual characteristics of each child.
7. Introducing children to sociocultural norms, traditions of the family, society and state.

Stages of work on the project

Stage I – information and analytical support for the project.

1. Collection and analysis of information.
2. Selection and study of literature on project activities.
3. Study of advanced pedagogical experience in developing children's ideas about play.
4. Selection of methods for pedagogical diagnostics of pupils and parents (observation of children, individual conversations).
5. Analysis of the results of pedagogical diagnostics.

Stage II - main

Scheme for implementing work experience in areas of development

Stage III – final

Generalization of work experience.

Collaboration with parents

1. Visual information: consultations “Speech development: games with the family”, “Games for the development of creative imagination”. Recommendations for parents “Game is serious”, “The world in a child’s creativity.” Publication of the pedagogical and parent newspaper “Krepysh”.
2. Children and parents projects: “Creative workshop”, “Interesting games”, “Dreamers”, “Rhyme”.
3. Step-by-step drawing: “You start, and I will continue.”
4. Exhibitions of drawings: “Fairytale World”, “Abracadabra”, “Nonexistent Country”.
5. Questionnaire: “Does your child like to fantasize?”
6. Baby dictionary “Our children come up with it.”
7. “Parents’ Diary or “Nechukovsky” from 2 to 5.”
8. Competition of inventions: “Funny story”, “Changes”.
9. Training “Sharing family experience.”
10. Mailbox "Question and answer".
11. A collection of ideas: “An unusual toy.”
12. Family gatherings.

Expected result of project activities:

• To introduce children to the process of cognition through involving them in various types of practical and play activities.
• Develop cycles of game-activities for sections of the project, each of which would combine elements of different types of activities.
• Create a positive microsociety where each participant (adult and child) develops in the process of joint activity and co-creation.
• Increase the authority of the teacher and other preschool employees.
• Increase the pedagogical competence and activity of parents.
• Invite kindergarten teachers to participate in the implementation of the project to create comfortable conditions for the child.
• Teach children to speak the Tatar language, develop dialogic and monologue speech.
• Encourage parents to want to independently organize joint, creative games with their children at home.

Approximate game plan for the implementation of the project “Journey to the Land of Interesting Games” (Appendix).

Literature:

1. Dyachenko O.M., Agayeva E.L. What doesn't happen in the world? 2001.
2. Zaripova Z.M. Tatarcha sөylәshәbez // Methodology kullanma. Kazan, 2012.
3. Karpova S.I., V.V. Mamaeva. Development of speech and cognitive abilities of preschoolers 4-5 years old // Creative Center. St. Petersburg, 2010.
4. Kukushkina E.Yu., Samsonova L.V. Playing and learning to be friends // Teacher's Library. M.: Creative Center, 2013.
5. Miklyaeva N.V. Interactive pedagogy in kindergarten // Library of the journal “Preschool Education Management”. M.: Creative Center, 2012.
6. Miklyaeva N.V., Reshetilo E.A., Lopatina O.G. Play environment at home // Teacher's Library. M.: Creative Center, 2011.
7. Miklyaeva N.V., Yu.N.Rodionova. Developing the abilities of preschoolers // Teacher's Library. M.: Creative Center, 2010.
8. Penkova L.A., Konnova Z.P., Malysheva I.V., Perkova S.V. Development of play activity of preschoolers // Management. M.: Creative Center, 2010.
9. Skorolupova O.A., Loginova L.V. Let's play?.. Let's play!!! From work experience. M., 2006.
10. Shchetinina A.M. Teaching preschoolers to think // Teacher’s Library. M.: Creative Center, 2011.

Pedagogical project at the preschool educational institution “By playing we learn, by playing we learn!”

• February 4, 2014

Competition “My Pedagogical Initiative - 2013”
​​Nomination “Methodological work in preschool educational institutions”

Type of project: Gaming. Creative.

Project goal: Organizing children’s own activities in an atmosphere of mutual understanding. Own activity is the activity that the child wants to engage in and in which he: does, listens and hears, looks and speaks.

Project objectives:

1. Develop in children the skills of basic self-control and self-regulation of their actions and relationships with others.

2. Develop the individuality and intelligence of children.

3. Develop in children the skill of coordinated work.

4. Promote the accumulation of gaming experience for children by offering them various stories and ways of interacting with peers.

Project implementation period: October 2013 – May 2014.

Project participants: children; teachers; parents; representatives of society.

Educational area: “Socialization”, “Communication”, “Cognition”, “Fiction”, “Music”, “Artistic creativity”, “Safety”.

Expected Results

• Children know how to listen and hear each other, negotiate, come to agreement;
• Children develop speech interaction, memory, thinking, attention, and imagination.
• a positive attitude towards the surrounding world, other people, oneself, and peers is formed;
• children learn to defend their position and object to adults reasonably and kindly;
• their feelings of fear for making a mistake disappear.
• Teachers and parents try to maintain children’s friendships, do not interfere with their independence, and create conditions for children to communicate with each other.

Directions of work, stages. Planning

1. Preparatory stage

Working with teachers. Goals:

• arouse teachers’ interest in the project;
• introduce its tasks;
• lead to a vision of your place in the project;
• provide teachers with everything necessary for the successful implementation of the project

Interaction with parents. Goals:

• parents' interest in the project;
• give an idea of ​​how you can participate;
• direct them to joint play activities with children.

Educational activities for preschool children. Goal: to expand preschoolers’ ideas about role-playing, creative, intellectual and theatrical games.

2. Main stage

Working with teachers. Goals:

• increasing the theoretical and practical level of professionalism of teachers;
• increasing the competence of preschool teachers in organizing gaming activities (introduction to new plot-based, role-playing and other games)

Interaction with parents. Goals:

• increasing the level of pedagogical culture of parents in the field of “Socialization” of preschool children.
• parents' interest in the problem of transferring gaming activities into the family, organizing a single gaming space.

Educational activities for preschool children. Goals:

• to help children diversify, reflect the richness of the actions of the person portrayed by the child, and clearly highlight actions aimed at different characters in the game. unfold actions in a sequence that strictly recreates real logic.
• development of cognitive interest in preschoolers, development of thinking and imagination, enrichment of children’s emotions through play.
• developing moral qualities in children: kindness, empathy, honesty, gratitude;
• nurturing respectful and caring attitude towards loved ones, sympathy, empathy;

3. Final stage

Working with teachers. Goals:

• improving the quality of gaming activity, and through it, developing interest in cognitive activity;
• systematization of accumulated teaching experience;

Interaction with parents. Goals:

• joint family games, watching plays, cartoons with children, enriching the children's home library;
• involving parents in preparing costumes and scenery for theatrical games

Educational activities for preschool children. Goals:

• development of children’s creative abilities, strengthening their desire to express in play activities (theatrical games based on a fairy tale), productive (exhibition of children’s creative works “My Favorite Game”, collective work on the construction of “The Palace of the Beast”, plasticine plastic “We are playing”), acquired knowledge , abilities, skills, to expand moral ideas about the manifestation of good and evil;
• understand the connection between the present and the future of the native land (D/I “Journey to the Past”, S/R game “Experts of the Sengileevsky Mountains Nature Reserve”, “Walk along the streets of the city of Sengileya”, “Journey along the Volga”);
• effectively develop the creative and cognitive thinking of a preschooler (literary quiz “Fairy Tales Are Our Guest”, intellectual game “Stars”).

Before the implementation of the project, parents referred to being too busy, not knowing and not being able to do anything regarding the content of the project, but the following work was carried out with them: conversations with parents: “The role of play in the development of a child’s speech”, “The role of fairy tales in raising children”, “Family theater".

A survey was conducted: “Do you like theater?”, “What games does your child play?”, consultation: “Playing fairy tales will help to cope with children’s disobedience”, “Cultivating hard work, obedience and responsibility through play”, round table “Theater games” as a means of developing children’s speech,” a competition of joint creative works between parents and children on the topic “My Favorite Game,” a parent meeting “The Role of Games in Raising Children.”

In the corner for parents there was placed a folder - a “Theater Warm-up” with photographs of children engaged in musical and theatrical activities, and a reminder for parents “Bedtime Story”.

Parents helped set up a costume room with costumes of fairy-tale characters, purchase coloring books for the group based on Russian folk tales, and printed board games based on fairy tales. They always helped in making scenery and costumes, and purchased tickets to visit the puppet theater. Parents very actively visited our “Theater Lounge”, where they watched musical performances, entertainment, concerts, celebrating the successes of their little artists: overcoming shyness, self-confidence, improving the clarity and expressiveness of speech.

Work on the project was carried out not only with parents, but also with social partners: employees of the library, museum, store, registry office, cinema post office. Children performed at a pedagogical conference, at the anniversary of the Sengileevsky district, where they read poetry, sang songs and danced, and watched a funny performance. We often go to the local museum, where we are introduced to the past of our city, its customs and traditions.

Project report

In the school preparatory group “A”, a game, creative project “By playing - we learn, by playing - we understand!” is being implemented, within the framework of which children develop gaming skills, enrich the child’s practical and gaming experience, independent play encourages preschoolers to creatively reflect reality, Moral ideas about the manifestation of good and evil are expanding.

Continuing to master the design method - a method of organizing rich children's activities, which makes it possible to expand the educational space, give it new forms, the creative and cognitive thinking of a preschooler effectively develops.

The implementation of the project is based on the implementation of the principle of unity of activities of children and teachers, cooperation with pre-school specialists and families of pupils, cooperation with social partners.

The project covers various types of play activities for preschool children. Cognitive and speech activities include plot-role-playing games, theatrical and intellectual games, excursions, targeted walks, stories, conversations, classes on topics included in the content of the project; reading the works of fellow countrymen writers. In the fine arts section, conversations are held about the wealth and beauty of the native land, conversations about the work of local artists with viewing of paintings, illustrations, and excursions to the museum. Children implement the acquired knowledge in playful and productive activities: didactic and role-playing games. drawing with colored pencils or paints of the children’s choice “Favorite Game”, designing from paper “Theater of Flowers”, appliqué using non-traditional materials “The Tale of a Pumpkin”, modeling using non-traditional materials “Theater for Babies”, etc. Children do not attend music classes They only listen to and learn songs and dances, listen to classics, but also play musical games, come up with new dance sketches for fairy-tale characters.

Parents have expanded their opportunities for cooperation with their children, and they began to listen to their opinions. Parents began to perceive themselves as more competent in organizing joint play activities for children.

The project is playful, creative, long-term. Implemented within the framework of a preschool educational institution with the involvement of family and society (library, museum, store, post office, children's art school, art house.) Work with social partners continues. Children show a need to visit the library, museum, and theater.

The project is interdisciplinary, since the game is included in educational activities for each area of ​​education, in unregulated activities, and in walks. In everyday life, in class, on a walk, while watching TV shows, looking at illustrations, the child learns the purpose of objects, the meaning of people’s actions, the essence of their relationships, and his first emotional and moral assessments are formed. All this serves as a source for the emergence of the game’s concept and the constant enrichment of its content.

Timely changes in the gaming environment, selection of toys and gaming material that help to consolidate in the child’s memory recent impressions received in educational games, aim the preschooler at independent, creative solving of gaming problems, and encourage different ways of reproducing reality in the game.

We try to change the subject environment taking into account the practical and play experience of children. New toys for the theater, knitted by the teacher and parents, new clothes for the Atelier. A new multifunctional screen: it is both a stand for theatrical play and a screen for an adult puppet theater, a window in the screen for a children's puppet theater, and it is also a decoration for a performance.

The child in the project is a participant from the inception of the idea to the receipt of the result. Each child makes his or her own contribution to the common cause, children show initiative and individuality, see themselves in the project, evaluate their personal participation, and are convinced of the benefits of common efforts to achieve a common goal.

In order to achieve a game that is genuine, emotionally rich, and includes an intellectual solution to game problems, we try to comprehensively manage its formation, namely: to enrich the child’s practical and play experience, we organize the activities of preschoolers in increasingly complex problem play situations, taking into account their specific practical experience, as well as the play environment .

The project included plot-role-playing games developed by me: “Invitation”, “Katya’s doll’s birthday”, “Wizards of our group”, “Walk along the streets of the city of Sengileya”, “Experts of the Sengileevskie Mountains reserve”, “Journey along the Volga”, Theatrical game based on Aksakov’s fairy tale “The Scarlet Flower”, based on B. Grimm’s fairy tale “The Hare and the Hedgehog”, continuation of A. Volkov’s fairy tale “Ellie and Her Friends”. The scenarios of intellectual games turned out to be interesting: “Stars”, “Smart Men and Wise Girls”, the quiz “Fairy Tales at Our Guest”.

Application. Project.

Author: Lyudmila Lyudvigovna Meshcheryakova, teacher of the highest qualification category at the MDOU “Solnyshko”, Sengileya, Ulyanovsk region. Work experience 33 years.

Project "Game Technologies".

municipal budgetary preschool educational institution

"General developmental kindergarten No. 187"

Project

"Game Technologies".

Completed by: Fedorova E.N.

Voronezh

March, 2021.

The origin of the idea of ​​technology of the pedagogical process is associated primarily with the introduction of achievements of scientific and technological progress into various areas of theoretical and practical activity. A historiographic analysis of psychological and pedagogical literature allows us to state that in recent years, scientists have increased their attention to developing the essence of the phenomenon of “educational technology” and identifying its fundamental characteristics and types.

The works of leading domestic teachers are devoted to the study of this problem: V.P. Bespalko, E.V. Bondarevskaya, M.P. Gorchakova – Sibirskaya, M.V. Clarina, M.M. Levina, V.M. Monakhova, O.P. Okolelova, S.Ya. Savelyeva, V.V. Serikova, I.B. Sennovsky, N.F. Talyzina, P.I. Tretyakov and others. Much in the subsequent analysis and understanding of the essence of the term depends on how this concept is interpreted. Therefore, let us turn, first of all, to the terminological consideration of the category “pedagogical technology”. The word "technology" comes from the Greek words: "techne" - art, skill, skill and "logos" - science, law. Literally, “technology” is the science of craftsmanship.

The most common concept of “technology” relates to the production process and is defined as “a set of methods of processing, manufacturing, changing the state of properties, forms of raw materials, materials or semi-finished products carried out in the process of production.” Technology embodies methods, techniques, mode of operation, sequence of operations and procedures; it is closely related to the means, equipment, tools, and materials used.

The set of technological operations forms a technological process. Modern science uses the term “technology” in such combinations as “teaching technology of the educational process, treatment, management.” This interpretation of the term allows us to draw the following conclusions: the term came to pedagogy from the technical sciences; technology is a way of transforming something; technology provides for consistency in actions. As we can see, the interpretation of the phenomenon “technology” is general, applied to many branches of knowledge: medicine, technology, including pedagogy. Pedagogical technology is understood as “a system of interrelated techniques, forms and methods of organizing the educational process, united by a single conceptual framework, goals and objectives of education, creating a given set of conditions for the training, education and development of students.”

The dictionary of concepts and terms on education and pedagogy defines the criteria for pedagogical technology, including the main characteristics and indicators by which pedagogical activity is assessed. These are effectiveness (achieving the set goal), reproducibility (the ability to use it under changed conditions), translatability (the ability to transfer experience of its use in the form of knowledge).

The key element of any technology is a detailed determination of the final result and control of its achievement. A process only receives the status of technology when it is predicted in advance, the final properties of the product and the means for its production are determined, and the conditions for carrying out the process are formed. The initial ideas in the dissertation research are ideas about the essential characteristics of pedagogical technologies set out in the works of O.A. Abdullina, V.P. Bespalko, E.V. Bondarevskaya, N.V. Bordovskoy, N.P. Gorchakova-Sibirskaya, E.A. Kryukova, V.V. Lapteva, N.M. Levina, E.V. Lyubicheva, V.M. Monakhova, P.E. Reshetnikova, G.K. Selevko, V.V. Serikova, A.P. Tryapitsyna, N.F. Talyzina, P.I. Tretyakova, N.O. Yakovleva and others.

In the content of the term “pedagogical technology”, some authors include the concept of a project of the educational process, others – methods, means, operations, methods, techniques, conditions, forms of organization of the educational process, and others – a model of joint pedagogical activity. A classification of educational technologies has been undertaken in the scientific literature.

There are several approaches. Thus, one of the approaches to classifying educational technologies was taken by N.V. Bordovskaya and A.A. Rean. Scientists identify five types of educational technologies: task-based, gaming, computer, dialogue, and training technologies.

Of greatest interest in our research are gaming technologies. In this classification, gaming technologies are associated with a gaming form of interaction between a teacher and students through the implementation of a certain plot (games, fairy tales, performances, business communication). At the same time, educational tasks are included in the content of the game.

Entertaining, theatrical, business, role-playing, and computer games are used in the educational process. Gaming technologies are an integral part of pedagogical technologies. The problem of using gaming technologies in the educational process in pedagogical theory and practice is not new.

L. S. Vygotsky, A. N. were engaged in the development of the theory of the game, its methodological foundations, clarification of its social nature, and its significance for the development of the student in Russian pedagogy. Leontyev, D.B. Elkonin and others. Currently, gaming technologies are of great interest to teachers. More than once there has been an attempt to scientifically classify the game and define it by one comprehensive concept, but to date only the connections between the game and human culture have been scientifically determined, the significance that the game has on the development of the personality of a child and an adult has been clarified, and the biological nature has been empirically identified games and its conditioning by psychological and social factors.

Meanwhile, gaming technologies remain “innovative” in the Russian education system. It's funny that some innovators, having proclaimed the game as a panacea, but ignoring the experience of domestic scientists, go to study gaming technologies abroad, seeing in it an unquestionable authority. Others do not accept the game at all, do not consider it a special or independent direction in pedagogy, or agree with its forms that have nothing to do with the game.

Undoubtedly, both domestic and world pedagogical practice has accumulated baggage that can be used. This is, first of all, gaming technology. They have found wide application in our practice. Gaming technologies have enormous potential from the point of view of a priority educational task: the formation of a child’s subjective position in relation to his own activities, communication and himself. Play, as one of the oldest pedagogical means of teaching and upbringing, is currently experiencing a period of unique flourishing.

What is causing the increase in interest in the game at the present time? On the one hand, it is caused by the development of pedagogical theory and practice, the spread of problem-based learning, on the other hand, it is determined by the social and economic needs of the formation of a versatile active personality.

An analysis of philosophical, cultural, psychological and pedagogical literature shows that in modern science there is no holistic theory of the game; there are a number of its concepts in different branches of science.

In philosophy and cultural studies, the game is considered as a way of human existence, a means of understanding the world around us, the axiological foundations of the game and the ethnocultural value of the gaming phenomenon are studied. In pedagogical science, the phenomenon of play is considered as a way of organizing education and training, as a component of pedagogical culture; forms and methods of optimizing the gaming activity of the modern generation are studied.

In psychology, play is considered as a means of activating mental processes, a means of diagnosis, correction and adaptation to life; social emotions accompanying the gaming phenomenon are studied.

F. Schiller was one of the first to pay attention to the phenomenon of the game. He considered the game as one of the effective factors in shaping a person’s worldview. Schiller believed that a person in the game and through the game creates himself and the world in which he lives, that one can become a person only by playing. G. Spencer paid special attention to the exercise function of the game. The Dutch cultural historian J. Huizinga drew attention to the importance of the game as a source of culture. In his opinion, human culture arises and unfolds in play and as play. The greatest contribution to the scientific understanding and interpretation of the phenomenon of play was made by such Western philosophers and psychologists as E. Bern, R. Winkler, G-H. Gadamer, J.-P. Sartre, Z. Freud. In domestic science, the theory of play in the aspect of elucidating its social nature, internal structure and significance for the mental development of a child was developed by I.E. Berland, L.S. Vygodsky, N.Ya. Mikhailenko, A.N. Leontyev, D.B. Elkonin et al. The pedagogy of play, the place of play in the pedagogical process, the structure of play activity and the management of play were developed by N.A. Anikeeva, N.N. Bogomolova, V.D. Ponomarev, S.A. Smirnov, S.A. Shmakov and others D.B. Elkonin, analyzing the phenomenon of play, comes to the conclusion that play is an activity in which social relationships between people are recreated outside the conditions of directly utilitarian activity. According to D.B. Elkonin, the main structural units of the game can be considered: - the roles that the players take on; - the plot, the relationships that are conveyed in the game and copied from the lives of adults, are reproduced by the players; - the rules of the game to which the players obey.

If we consider the game as an activity, then its structure will organically include goal setting, planning, goal implementation, as well as analysis of the results in which the individual realizes himself fully as a subject.

The structure of the game as a process includes the roles taken on by the players; game actions as a means of realizing these roles; replacing real objects with game ones; real relationships between the players; plot (content) - an area of ​​reality that is conventionally reproduced in the game. S.A. Shmakov identifies the following features inherent in most games: - free developmental activity, undertaken at the request of the person himself, for the sake of pleasure from the process of activity itself, and not just from the result (“procedural pleasure”); - creative, largely improvisational, active nature of this activity (“field of creativity”); — emotional elation of activity, rivalry, competitiveness, competition (“emotional stress”); — the presence of direct or indirect rules that reflect the content of the game, the logical and temporal sequence of its development.

Many researchers of the game (Yu.M. Lotman, S.L. Rubinshtein, D.E. Elkonin, etc.) highlight its main property as ambivalence, i.e. the game presupposes the implementation of both real and conditional behavior, but it is noted that only the conditions in which the “person playing” mentally puts himself are imagined; the feelings that he experiences in these imaginary conditions are genuine feelings. The conventionality of gaming relationships mobilizes and activates the capabilities of the individual, promotes the realization of a person’s creative potential, encourages him to look for new, yet unmastered ways to solve game (life) problems, observing the rules and norms of behavior and relationships prescribed by the game role.

According to D.N. Uznadze game is a form of psychogenic behavior, i.e. intrinsic, immanent to the individual. L.S. imagined the game as a space for a child’s “internal socialization” and a means of assimilating social attitudes. Vygotsky.

This concept was described quite interestingly by A.N. Leontyev, namely as personal freedom in the imagination, “illusory realization of unrealizable interests.” In our opinion, the most complete definition is presented by V.S. Kukushina. He believes that play is a type of activity in situations aimed at recreating and assimilating social experience, in which self-control of behavior is formed and improved.

The value of gaming technology cannot be exhausted and assessed by entertainment and recreational opportunities. This is the essence of its phenomenon: being entertainment and relaxation, it can develop into learning, creativity, therapy, a model of the type of human relationships and manifestations in work and education.

When using gaming technologies in the classroom, the following conditions must be met:

1. compliance of the game with the educational goals of the lesson; 2
2. accessibility for students of this age;
3. moderation in the use of games in the classroom.

The following types of activities using gaming technologies can be distinguished:

1. role-playing games in class
2. game organization of the educational process using game tasks
3. game-based organization of the educational process using tasks, the use of games at a certain stage of the lesson (beginning, middle, end; acquaintance with new material, consolidation of knowledge, skills, repetition and systematization of what has been learned);

The sociocultural purpose of the game can mean the synthesis of a person’s assimilation of the wealth of culture, the potential of education and the formation of him as an individual, allowing him to function as a full member of the team.

Function of interethnic communication

. I. Kant considered humanity itself to be sociable. Games are national and at the same time international, interethnic, universal. Games provide an opportunity to simulate different life situations, look for a way out of conflicts without resorting to aggressiveness, and teach a variety of emotions in the perception of everything that exists in life.

Function of human self-realization in the game

. This is one of the main functions of the game. For a person, play is important as a sphere of self-realization as an individual. It is in this regard that the process of the game itself is important to him, and not its result, competitiveness or achieving any goal. The game process is a space of self-realization.

Human practice is constantly introduced into a game situation in order to reveal possible or even existing problems for a person and simulate their removal. Communication game. A game is a communicative activity, although according to purely game rules it is specific. It introduces the student to the real context of the most complex human relationships.

Any gaming society is a collective that acts in relation to each player as an organization and a communicative principle that has many communicative connections. If a game is a form of communication between people, then without contacts of interaction, mutual understanding, and mutual concessions, there can be no game between them.

Game diagnostic function

. Diagnostics – the ability to recognize, the process of making a diagnosis.

The game is predictive; it is more diagnostic than any other human activity, firstly, because the individual behaves in the game at the maximum of manifestations (intelligence, creativity); secondly, the game itself is a special “field of self-expression” ».

Game therapy function of the game

. The game can and should be used to overcome various difficulties that a person has in behavior, in communicating with others, in learning.

Assessing the therapeutic value of gaming techniques, D.B. Elkonin wrote that the effect of play therapy is determined by the practice of new social relationships that the child receives in role-playing play. In-game correction function.

Psychological correction in the game occurs naturally if all students have mastered the rules and plot of the game, if each participant in the game knows well not only his role, but also the roles of his partners, if the process and goal of the game unite them. Corrective games can help students with deviant behavior, help them cope with experiences that interfere with their normal well-being and communication with peers in the group.

Entertainment function of the game

. Entertainment is an attraction to different things. The entertainment function of the game is associated with the creation of a certain comfort, a favorable atmosphere, and spiritual joy as protective mechanisms, i.e. stabilization of the personality, realization of the levels of its aspirations.

Fun in games is search. The game has magic that can provide food for fantasy, leading to entertainment. Numerous literary sources contain various classifications of games. The principles of classification are varied.

The difficulty of classifying games lies in the fact that they, like any cultural phenomenon, are seriously influenced by the historical process of any new formation, the ideology of different social groups. Thus, the classification of games according to G.K. Selevko includes the following groups of games: By area of ​​activity: physical, intellectual, labor, social and psychological.

According to the nature of the psychological process:

— teaching, training, controlling, generalizing;

- cognitive, educational, developmental;

- reproductive, productive, creative;

— communicative, diagnostic, career guidance, psychotechnical.

According to the gaming method

: subject, plot, role-playing, business, simulation and dramatization games.

By subject area: - mathematical, physical, environmental; - musical, theatrical, literary; — labor, technical; — physical education, sports, military-applied, tourism, folk; - social science, management, economics.

By gaming environment: - without objects / with objects; — tabletop, indoor, outdoor, on-site; — computer, television, TSO; - technical, with means of transportation.

Depending on the duration, they are divided into: - short games. These include subject-based, role-playing and other games used to develop interest in educational activities and solve individual specific problems: mastering a specific rule, practicing a skill, and so on; - game shells.

These are game forms of organizing educational activities that last longer. Most often they are limited to one lesson, but they can last a little longer. These include such a technique as creating a single game shell, that is, presenting a lesson in the form of a holistic study - a game. - long educational games.

Games of this type are designed for different time periods and can last from several days or weeks to several years. They are focused on a distant ideal goal and are aimed at the formation of slowly forming mental and personal qualities of the student. The peculiarity of this group is seriousness and efficiency.

There are also games with ready-made “hard” rules; “free” games, the rules of which are established during the course of game actions; games that combine both the free play organization of activities and the rules accepted as the conditions of the game and arising during its course. Games can be systematized by content (military, sports, economic), by composition and number of players (singles, doubles, group, etc.).

According to the famous theorist and practice of gaming activity S.A. Shmakov, the best classification of games was made by E.I. Dobrinskaya and E.V. Sokolov. These authors, in particular, propose to distinguish games by what abilities they reveal and train in a person (physical, intellectual, competitive, creative). It is Dobrinskaya and Sokolov who highlight game-based teaching methods.

E.V. Sokolov also suggests dividing games into “liberating” and “ecstatic”. In the first case, there is a tendency towards liberation from the environment, towards the creation of a special game world, in the second - merging with the environment, dissolving in it. The authors include cards, chess, carnivals, all sorts of tricks - all kinds of gaming activities in which the laws of nature are "ostentatiously" violated - to the first row of games. The second includes horse racing, carousels, fortune telling, horoscopes, dancing - everything where a person strives to connect himself to the natural elements. Games that synthesize both are possible.

Pidkasisty and Zh.S. Khaidarov divide all children's games into the following types:

1. Psychological and physical games and trainings: - motor (sports, active, motor) - ecstatic, impromptu games and entertainment - liberating games and fun - therapeutic games (play therapy). 2. Intellectual and creative games: - subject-related fun - plot-intellectual games - didactic games (subject-based, educational, cognitive) - construction, labor, technical, design - electronic, computer games - game teaching methods.

3. Social games: - creative, plot-role-playing (imitative, directorial, demonstration games) - business games (organizational-activity, organizational-communicative, organizational-mental, role-playing, simulation).

4. Complex games (collective and creative leisure activities). Ermolaeva M.G. in its classification, it takes as a basis the type of human activity that games reflect, the basic types of which they largely simulate.

With this classification, games are combined into the following groups; they can be conventionally represented as games of the body, games of the mind, games of the soul. Let's break it down.

1. Physical games or games of the body: motor (sports, mobile, motor) and ecstatic (from Greek - ecstasy, admiration; modern improvisational dances, various body movements or observations of moving objects - soap bubbles, fountain jets, fireworks volleys, causing participants delight and pleasure).

2. Intellectual, mind games (manipulation games, travel games, psychotechnical, subject or didactic games, construction, computer).

3. Social games, games of the soul (plot-role-playing, business - organizational-activity, simulation, organizational-communicative; complex games - collective and creative affairs, leisure activities).

For any classification of games, including those mentioned above, it is necessary to search for forms that are a synthesis of different children’s games. The diversity of types, types, forms of games is inevitable, as is the inevitable diversity of life, which they reflect, as is the inevitable diversity, despite the external similarity, of games of the same type, model.

Thus, play is a historically conditioned, natural element of culture, representing a type of voluntary activity of an individual. In the game, the social experience of previous generations is reproduced and enriched, the norms and rules of human life are mastered through the voluntary acceptance of the gaming family, virtual modeling of the gaming space, the conditions of one’s own existence in the world. That is, the game is one of the ways a person masters the world and the relationships in it, a way of self-affirmation of a person, consisting in the arbitrary construction of reality in a conditional way.

As a means, method and technology of teaching, various games are widely used in the pedagogical process. The game is a model of the game itself. Play is the most important means of educating schoolchildren. Play is a spontaneous, relaxed activity. The world of games is very diverse. There are different options for classifying games. Each game is unique and contains different functions. Each type of games helps in the development of the child, both a healthy person and a healthy personality. With the right selection of games, you can plan and create conditions for the normal development and socialization of the child.