OGE. Social science. THEORY according to the codifier.1.6 Human activity and its main forms (work, play, learning).

↑ Types of activities

Depending on the subject, activity can be individual
or
collective
.

By nature: reproductive

(repeating what has already been achieved) and
productive
- creative (a type of activity that generates something qualitatively new, never existing before).

According to social norms: legal - illegal, moral - immoral

.

In relation to social progress: progressive - reactionary, creative - destructive.

In the sphere of public life: economic, social, political, spiritual.

According to the characteristics of the manifestation of human activity: external - internal.

The main types of activities that ensure the existence of a person and his formation as an individual are communication, play, learning and work

.

↑ Communication as a type of activity

Communication

- a type of activity during which information is transferred from one individual to another, thoughts, feelings and emotions are exchanged.

It is often expanded to include the exchange of material items. This broader exchange constitutes communication.

Communication

— communication, the transfer of information from person to person, a form of interaction between people.

Communication structure:

Subjects

- those between whom communication takes place (individuals, groups, communities, humanity as a whole)

Target

- this is what a person needs to communicate for

Content

- these are ideas, emotions that are transmitted in interpersonal contacts from one to another

Facilities

- these are methods of transmission (using the senses, texts, drawings, diagrams, radio-video equipment, the Internet, etc.)

Same thing again

Communication

is a process of interaction between people, as a result of which information, emotions, and moods are transferred.

Subjects

: Really existing partners; illusory partners (they are assigned qualities of a subject of communication that are unusual for them, for example, talking with a pet); imaginary partners (talk to oneself, with an artistic image)

Goals

(that for which a person has a need for interpersonal relationships): transfer and receipt of knowledge; coordination of reasonable actions of people; organization of joint activities of people; establishing and clarifying interpersonal relationships, etc.

Content

(information transmitted in the process of communication): knowledge, experience, skills, emotions, feelings

Communication means

(methods of transmission, processing and decoding of information):

• sense organs (vision, hearing, smell, touch);
• oral speech;
• written language (drawings, signs, images);
• technical means (radio, television, computer)

functions
:

• communicative
  (implementation of the relationship between people at the level of individual, group and public interaction);
• cognitive
  (obtaining new information);
• socialization
  (formation of interaction skills in society);
• psychological
  (emotional support);

Types of communication

Game activity.

Pedagogical conditions and means of child development in play activities

Information support for the topic: Play occupies an important place in a child’s life and is the predominant type of his independent activity. In domestic psychology and pedagogy, play is considered as an activity that is of great importance for the development of a preschool child: it develops actions in representation, orientation in relationships between people, initial skills of cooperation (A.V. Zaporozhets, A.N. Leontyev, D. B. Elkonin, L.A. Wenger, A.P. Usova).

Exploring the meaning of children's games S.A. Shmakov, identified the following functions: the sociocultural purpose of the game, the function of interethnic communication, the function of the child’s self-realization in the game as a testing ground for human practice, the communicative function of the game, the diagnostic function of the game, the game-therapeutic function of the game, the correction function in the game, the entertainment function of the game.

The essence of the game phenomenon lies in the following provisions (S.A. Shmakov):

• The game is an independent type of developmental activity for children of different ages, a principle and method of their life, a method of cognition of the child and a way of organizing his life and non-game activities;
• Game means an activity, relaxation, amusement, fun, amusement, joy, competition, exercise, training, in the process of which the educational requirements of adults for children become their requirements for themselves, it means an active means of education and self-education;
• Play is the main sphere of communication for children; it solves problems of interpersonal relationships, compatibility, partnership, friendship, camaraderie. In the game, social experience of relationships between people is learned and acquired;
• Play, having a synthetic property, absorbs many aspects of other types of activities and acts as a multifaceted phenomenon in a child’s life;
• Play is a need of a growing child: his psyche, intellect, biological foundation. Game is a specific, purely childish world of a child’s life. Play is a practice of development. Children play because they develop, and they develop because they play;
• Play is a child’s way of finding himself in groups of comrades, in the whole society, humanity, in the Universe, access to social experience, the culture of the past, present, future;
• Game is the freedom of self-discovery, self-development based on the subconscious, mind and creativity. The product of the game is the enjoyment of its process, the end result is the development of the abilities realized in it.

It is now generally accepted that play is the leading activity of a preschool child. A.N. Leontiev considered the leading activity to be one that has a special impact on the development of the child at a given age. He highlighted the main provisions due to which the game is called the leading activity of a preschooler:

• It satisfies the child's basic needs

- desire for independence, active participation in the lives of adults;

- the need for knowledge of the surrounding world;

- need for active movements;

- need for communication.

• In games, other types of activities arise and are differentiated:

— Educational activities:

— Labor activity.

• The game promotes:

— the formation of the child’s neoplasms, the development of his mental processes;

- development of children's imagination;

- development of the ability to transfer the functions of one object to another that does not have these functions.

There are many definitions of play in pedagogy. “A game... what is played with and what is played: fun, established according to the rules, and things that serve for this (V. Dahl “Explanatory Dictionary of the Living Russian Language”). “A game is an activity that has no practical purpose and serves for entertainment or amusement, as well as the practical application of certain arts (“Big Encyclopedia”). “We call a game a series of successive additional transactions with a clearly defined and predictable outcome... but with hidden motivation; in short, this is a series of moves containing a trap, some kind of catch (E. Bern).

Gaming activity is a special sphere of human activity in which a person does not pursue any other goals other than obtaining pleasure, pleasure from the manifestation of physical and spiritual forces (O.S. Gazman).

As noted in the pedagogical literature, children's games are a heterogeneous phenomenon, which allowed scientists to make repeated attempts to study and describe each type of game, taking into account its functions, and to classify games.

F. Frebel based the classification on the principle of the differentiated influence of games on the development of the mind (mental games), external senses (sensory games), and movements (motor games).

K. Gros classified games according to their pedagogical significance: games of movement, mental, sensory, developing the will - “games of ordinary functions”; family games, hunting games, courtship games - “games of special functions.”

The modern classification of games was made by S.L. Novoselova. She singled out the child's initiative as the basis for classification:

• Games initiated by children:

-amateur games - experimentation;

-amateur story games (plot-display, plot-role-playing, director's, theatrical);

• Games initiated by an adult:

— educational (didactic, plot-didactic, mobile);

- leisure (fun games, entertainment games, intellectual games, festive carnival games, theatrical productions);

• Games determined by the initiative of the ethnic group: ritual, leisure, training.

N.A. Korotkova, N.Ya. Mikhailenko classifies games based on freedom of action: creative (role-playing, theatrical, director's) and games with rules (games for physical competence, mental competence, games of luck). ON THE. Korotkova identifies specific features of games with rules and creative games.

By studying different approaches to the classification of children's games, it is possible to create a reference diagram of play activity.

All studies of creative games (D.B. Elkonin, D.B. Mendzheritskaya, R.I. Zhukovskaya, N.Ya. Mikhailenko, N.A. Korotkova, etc.) are united by:

- assessment of the game as a powerful means of education, formation of the child’s personality, development of its various content aspects;

- understanding that play is a child’s life, his joy, an activity necessary for him;

— the idea of ​​play as a social activity. In the game, the preschooler learns social experience, but does not copy the life around him, expresses his attitude to what he sees and hears, and this is associated with the development of creative imagination

- understanding the specifics of role-playing games, which consists in the fact that the child is especially independent in it, he is free to choose the theme of the game, plot, role, in a certain change in the content, direction of the game, in choosing playmates, game materials, definition start and end of the game.

Role-playing games

Throughout preschool age, the most characteristic type of activity is role-playing play.

Games in which, based on life or artistic impressions, children creatively reproduce social relationships or material objects independently or with the help of adults, are called plot-role games (O.S. Gazman).

As N.A. Korotkova and N.Ya. Mikhailenko note, free story play is the most attractive activity for preschool children. Its attractiveness is explained by the fact that in the game the child experiences an internal subjective feeling of freedom, the subordination of things, actions, and relationships to him. But in addition to the momentary subjective feeling of permissiveness, emotional comfort, story-based play is of great importance for the mental development of the child, so to speak, a long-term effect. It is the exceptional combination of the objective developmental significance of the game and the subjective feeling of the child’s inner freedom in it that forces it to be given an important place in the pedagogical process of the kindergarten.

A role-playing game has the following structural components: plot, content, role.

• The plot of the game is a sphere of reality that is reproduced by children, a reflection of certain actions, events from the life and activities of others.
• The content of the game is what is reproduced by the child as a central and characteristic moment of activity and relationships between adults in their everyday and social activities.
• A role is a play position, the child identifies himself with some character in the plot and acts in accordance with ideas about this character.

The genesis of gaming activity is revealed in the works of D.B. Elkonin:

1. The concept of the game, setting game goals and objectives:

- 2-3 years - the choice of game is determined by the toy, not thought out in advance;

- 3-4 years old - independently set game tasks, but cannot always understand each other, need the help of an adult;

- 4-5 years - the implementation of the plan occurs by solving several game problems, the methods for solving them become more complicated, they themselves agree before the start of the game;

- 5-6 years - ideas for games are stable, developing, together they discuss the idea of ​​the game, consistency and planning are combined with improvisation, take into account the point of view of the partner, reach a common decision, a long-term perspective of the game appears.

2. Game content:

- 2-3 years - the main content is action with objects;

- 3-4 years - plot-display turns into plot-role, reflecting not only the purpose of objects, but also relationships;

- 4-5 years - reflect various relationships between people, actions with objects are relegated to the background;

- 5-6 years - create models of various relationships between people.

3. Game plot

- 2-3 years - everyday stories, few, monotonous, unstable;

- 3-4 years - everyday stories predominate, but they are less static, more often they use episodes from well-known fairy tales;

- 4-5 years - the plots are developed and varied, social plots appear, children combine episodes from fairy tales and real life;

- 5-6 years - episodes from fairy tales and social life occupy a significant place, children combine knowledge gleaned from observations, fairy tales, films in games, the ability to jointly build and creatively develop a plot is improved.

3.Playing a role and interacting in the game

- 2-3 years - they begin to denote a role with a word, children talk to toys as play partners, gradually the role of partners is transferred to peers, and they move on to playing together;

- 3-4 years - they take on a role, but do not name themselves according to the role, emotionally convey role behavior, role dialogue develops, gravitate towards joint games, which become longer;

- 4-5 years - role-playing dialogue, role-playing interaction is longer and more meaningful, a variety of means of expression are used;

- 5-6 years - role interaction is meaningful, expressive, there are favorite roles, there are many roles, the essence of role relationships is revealed through speech.

4.\Game actions, game items

- 2-3 years - perform actions with substitute objects, imaginary objects, replace actions with words, move on to generalized actions, the conventions of the game are available, gradually the functions of the players are divided;

- 3-4 years - use a variety of objective methods of reproducing reality, come up with various substitutions, have a good command of plot-shaped toys, imaginary objects, substitute objects;

- 4-5 years - independently select substitute objects, imaginary objects, easily give them verbal designations;

- 5-6 years - the game action is replaced by a word, auxiliary material is widely used, objects are selected or replaced during the game.

5. Rules of the game

- 2-3 years - children are attracted by the action itself, the rules do not serve as a regulator;

— 3-4 years – rules regulate the sequence of actions;

- 4-5 years - rules regulate role relationships, children follow the rules in accordance with the role they take on, monitor the implementation of the rules of the game by other children;

- 5-6 years old - children realize that following the rules is a condition for fulfilling the role.

S.L. Novoselova in her works defines the stages of development of role-playing games:

• The first stage is an introductory game. An adult organizes the child’s object-based play activities using a variety of toys and objects
• The second stage is a display game. The child’s actions are aimed at identifying the specific properties of an object and achieving a certain effect with it.
• The third stage is a plot-display game. Children actively reflect impressions received in everyday life.

In role-playing games, favorable conditions are created for the formation of relationships between children (A.P. Usova):

• Level of disorganized behavior that disrupts other children's play
• Singles level. The child does not interact with other children, but does not interfere with their play
• The level of games is nearby. Children can play together, but each acts in accordance with his own play goal
• Level of short-term communication. The child subordinates his actions to the general plan for some time
• Level of long-term communication - interaction based on interest in the content of the game
• Level of constant interaction based on common interests, selective sympathies

L.S. Vygotsky, analyzing play activity, identified the paradoxes of play, thanks to which it ensures the development of the child:

— The child gets pleasure from the game, i.e. acts along the line of least resistance, but learns to act along the line of greatest resistance. The game is a school of will.

- The game is a school of morality. Usually a child experiences obedience to a rule as a situation of refusal of what he wants, and in a game, obedience to a rule is the path to maximum pleasure.

— The child likes replacing objects, but he also likes natural objects.

— Interaction of real and game relationships.

— Play is a creative activity, but the development of play presupposes its management.

Thus, L.S. Vygotsky formulated the basic law of the game: “The game evolves from a previously open game role, an imaginary situation and a hidden rule to an open rule and a hidden imaginary situation and role.”

One of the most important problems of pedagogy is the problem of managing role-playing games. Currently, there are several technologies for managing and facilitating role-playing games in kindergarten.

Game technology is a certain sequence of actions of the teacher in selecting, developing, preparing games, including children in gaming activities, implementing the game itself, summing up the results of gaming activities.

Technology of formation of gaming activity R.I. Zhukovskoy, D.V. Mendzheritskaya is represented by three areas of leadership: enriching children’s ideas, developing play activities, nurturing friendly relationships and personal qualities. According to the authors, the main way to influence the game is to influence its content, i.e. on the choice of theme, plot development, distribution of roles and the implementation of game images. The teacher must enter the game, taking on one role, as a partner.

Technology of integrated game management (E.V. Zvorygina, S.L. Novoselova). This method is a set of interrelated stages and pedagogical components. The stage of providing pedagogical conditions for the development of play is represented by the following components: enriching children with knowledge and experience of activities, transferring the gaming culture to the child. The stage of pedagogical support for amateur games consists of the following components: a developing object-based play environment, activation of problematic communication between an adult and children. All components of comprehensive management of play development are interconnected and equally important when working with children of different ages. O.A. Skorolupova, L.V. Loginova proposed an option for methodological support for children’s games, which will help in systematizing the material in the methodological room, according to the components of the method.

• Systematic enrichment of knowledge and experience

— Full texts of works of fiction for reading

— Options for educational conversations with children

— Recommendations for viewing illustrations

— List of recommended videos, cartoons, audio cassettes for viewing

— Options for the teacher’s stories about what he saw or heard, interesting stories

— Possible stories from the teacher about how he played the same game when he was little

— Recommendations for parents (for home reading, weekend excursions, scenarios for home holidays, etc.)

• Transferring gaming culture to a child

— Didactic games on a selected topic

— Sample game scenarios

— Options for entering and exiting the game

— Options for gradual self-elimination of the adult, transferring the role of the leader to the child

— List of roles that can be used in the game

— List of actions that can be performed in the game

• Developmental subject-game environment

— Design of play corners

— List of possible attributes for the game

— Recommendations for making attributes

• Activation of problematic communication between adults and children

— Sample game scenarios

— Didactic exercises

— Complicating plots by attracting companion games

— Problem situations

The technology for developing gaming skills was developed by N.A. Korotkova, N.Ya. Mikhailenko. They identified pedagogical principles for organizing gaming activities:

The teacher must:

- play with children;

- at each stage, open to children a more complex way of constructing the game;

- orient the child to carry out and explain the meaning of the play action to partners.

When starting work on developing a story-based game, the teacher must proceed not only from the children’s passport age, but also take into account the child’s general level of development, his experience of life in kindergarten, as well as the gaming experience acquired in the family.

The technology represents the following stages of gaming development. The stage of formation of conditional game actions consists of the following conditions: creation of situations of objective interaction; creation of an object-game environment; formation of conditioned actions with toys; use of game situations. At this stage, the teacher’s task is to develop in the child the ability to develop conditioned actions with a plot toy, a substitute object and an imaginary object, connect two or three game actions into a semantic chain, verbally designate them, continue the action started by the adult partner in meaning, and then and peer. The stage of formation of role behavior consists of: appropriate selection of roles; minimum number of toys; telephone games; games based on fairy tales; use of multi-character plots; There are more roles than there are participants in the game. The teacher’s task is to develop role behavior in the game, to develop the ability to change it in accordance with the different roles of partners, the ability to change the game role and designate one’s new role for partners in the process of unfolding the game. The stage of plotting consists of the following conditions: fantasy play together with an adult. The teacher’s task is to develop the child’s ability to build new sequences of events, combine events in the overall plot during the game, and use different contextual roles.

At each age stage, the pedagogical process of organizing play should be two-part in nature, including moments of developing gaming skills in joint play between the teacher and children and creating conditions for independent children’s play.

Under the influence of the systematic formation of gaming skills, the independent play of preschoolers changes. First of all, there is an attitude towards inventing a new, interesting game, the plots become more varied, many actions with objects are curtailed, moments of verbal interaction become more frequent, the number of participants and their initiative increases, the ability to listen to partners develops, combine their plans with your own, the number of conflicts in the game decreases .

Technology to promote role-playing game N.F. Tarlovskaya is described in the educational program "Rainbow".

The first section of the program and technology for promoting role-playing games was called “Playing with Children” (1st group). This section highlights:

1. Game during the adaptation period.

Goal: To establish a trusting relationship with each child, to give the kids moments of joy, to evoke a positive attitude towards the kindergarten.

Games are promoted within the framework of traditional plots: “I’m going to visit with gifts” (boxes, candy wrappers, pebbles, toys...); “Look through my window” (I’ll show you something, treat you to something); “We walked and walked and found something (an umbrella, a saucepan, a ball); “Come visit me” (I will treat you, we will have fun, we will dance together). The specificity of these plots is that:

1. All have a ritual origin.
2. The games are not long (5-7 minutes) and are emotional.
3. The child is addressed by name.
4. The same items are used for everyone.
5. Game characters are not used, since there is communication with the child.

2. Formation of purposeful activity.

Goal: To reveal the possibilities of using substitute objects, to teach how to perform conditional actions with them, to introduce them to an independent search for original ways to achieve game goals.

This task is revealed within the framework of the plots:

1. Feeding.

2. Travel by transport.

3. On a visit.

The sequence of playing scenes is presented in this diagram. Its difference from traditional technology is that the teacher’s actions are immediately aimed at the child, and not at the toy:

1. The teacher’s play actions are aimed at children (“I’ll feed you”):

V D

2. Children’s play actions are aimed at the teacher (“feed me”):

D V

3. Children’s play actions are aimed at toys (“feed the dog”):

D I

3. Preparing to take on the role.

Goal: to develop the ability to “turn into someone else.”

Sequence of transformations: 1) Known animals and birds; 2) Interesting moving objects; 3) Adults whose profession has characteristic external attributes. The technique is a series of sequential, algorithmic actions:

1. The teacher identifies himself and enters the character (appearance, environment, food, habits):

I have; I eat; I live; I love.

2. Encouraging children to accept the image.

3. The belief that the child has accepted the image.

4. Plot development.

5. Completion of the plot.

In the 2nd junior group, in the section “How to play with children,” the following lines of assistance in role-playing play are implemented:

1. Continue to prepare to take on the role.

Goal: demonstration of the social significance of the profession and the system of inherent goals, the relationship between game actions and the role.

Methodology:

• Organized observation of professional activities of adults:

— Specificity and expressiveness of clothing;

— A set of professional actions;

— Brightness and expressiveness of the technique of demonstrating professional actions and speech;

— The final result of the work;

— Attributes for role-playing play that children will receive upon completion of observation.

• Teacher’s observation of children’s independent games:

— Using gaming techniques that encourage you to take on a role;

— Encouraging children who have designated their roles with attributes;

— Emotional commentary on the child’s play actions and correlating them with the name of the role.

2. Enrichment of role behavior.

Goal: enriching role-playing behavior with game goals, conveying expressive methods of game actions, saturating the subject-game environment.

Methodology:

• Acceptance of a parallel role by an adult:

- observation of the child’s independent play, analysis of it;

- admiration for the game and clarification of who the child is playing;

— obtaining permission to take on a parallel role;

- duplicating the child’s play actions, setting his own goals that are different from those that the child realizes in the game;

- repeating 1-2 play actions after the child;

- end of the game.

• Introduction of new attributes into the child’s game:

- copies;

— attributes reflecting external signs.

3. Expanding the range of roles.

Goal: introduction to new roles.

Methodology:

• A joint game between an adult and several children at the same time:

- an adult designates his role with some attribute and organizes a simple game environment;

— invites 4-5 children to the game;

- names his role and briefly explains what game actions it is associated with;

- encourages children to engage in joint play;

— helps to accept a new role;

- begins joint play with play actions known to children;

- invites children to set their own game goals;

- returns children to known play activities;

- encourages children for participating in the game.

4. Preparing children for role interaction.

Goal: familiarization with forms of role interaction, demonstration of examples of role dialogue.

Methodology:

• An adult playing with children:

- demonstration of examples of meaningful role-playing dialogue, reflecting the social relations of adults in role-playing actions known to children

In the “Children’s Games” section in the senior group, the following areas of interest in managing the process of developing role-playing games are of interest:

1. Help in organizing the interaction of children in joint play.

Goal: to reveal the content, connections and relationships of the roles played, familiarization with the main points of organizing the game, using the game to improve the child’s position in the group of peers.

Methodology:

• Hidden control of the game by the teacher in the role of a dispatcher or sorceress:

— game action hint;

- a hint about the event side of the game;

— techniques to improve the situation of children in the group

1. Enriching the content of role-playing games.

Goal: introducing and encouraging children to add new content to games.

Methodology:

• Enrichment by the teacher of the event side of the game in the role of a dispatcher;
• Creating conditions for children to independently invent new events through thematic books;
• Stories from a teacher from personal experience in organizing games:

• Fixing children's attention on the fact that the game has a beginning;
• A story about how roles were assigned and conflicts were resolved;
• A story about who will do what in the game;
• A story about how the game environment was created;
• A story about the actual content of the game;
• The story of how the game ended.

3. Creation of a gaming environment.

Toy

• A toy is a specially made item intended for play.
• A toy is “the material basis of the game” (A.S. Makarenko)

An object-game environment is a set of material and social means that functionally model the content.

Criteria related to the safety of the child, protection from the negative effects of toys on the health and emotional well-being of the child apply if the toys:

• provoke the child to act aggressively;
• cause cruelty towards the characters of the game, played by playing partners or toys
• provoke game plots associated with immorality and violence;
• cause an unhealthy interest in sexual problems that go beyond age-related competence;
• provoke a child to have a dismissive or negative attitude towards racial characteristics and physical disabilities of people
• gaming activity (S.L.Novoselova)

Criteria related to the qualities of a toy aimed at ensuring the development of a child:

• multifunctionality, promoting the development of children's creativity;
• the possibility of using toys in joint activities;
• didactic properties of the toy, necessary for the intellectual development of children, enriching them with knowledge;
• aesthetic value, the toy’s belonging to arts and crafts that help children discover the world of art, master artistic perception, and develop creative abilities

• Didactic games are educational games that are aimed at assimilation and consolidation of knowledge, skills and abilities by children, development of their mental abilities
• Standalone game
• Reception training
• Special lesson
• Combination of educational content and game form
• Specifics of the game structure
• - didactic task
• - game task
• - game actions
• - rules
• Game relationships between teacher and children
• Playing with objects and toys
• Board-printed games
• - lotto
• - domino
• — paired pictures
• — cut pictures
• - labyrinths
• - puzzles
• Word games
• Musical and didactic games
• Playing with objects and toys
• Board-printed games
• - lotto
• - domino
• — paired pictures
• — cut pictures
• - labyrinths
• - puzzles
• Word games
• Musical and didactic games
• Preparing for a didactic game
• How to play the game:
• - motivation to play
• - familiarization with the content and didactic material
• - explanation of the move and rules
• — display of game actions
• — definition of the role of the teacher
• — activation techniques
• Summing up, analysis

↑ Game as a type of activity

A game

- this is a type of activity that is aimed at satisfying spiritual needs and the goal of which is not the production of a material product, but the process itself - relaxation, entertainment.

Characteristic features of the game:

• Occurs in a conditional situation, which, as a rule, changes quickly.
• Certain items are used during the game
• Aimed at satisfying the interests of its participants
• Promotes personality development, enriches it, equips it with the necessary skills.

Game theory in history

Game as a specific form of human interaction with the outside world began to be studied back in antiquity. The game is dedicated to their scientific works, like philosophers such as Plato, Aristotle, Heraclitus.

Greek philosophers viewed play not only from a social, but also from a political and cultural point of view. They determined its educational, aesthetic and ethical value.

Plato considered play to be one of the useful activities. Reflecting on play in his project of an ideal state, Plato comes to the conclusion that play is a human being, albeit not an autonomous, subordinate being, play is a worthy occupation for a person. “Man,” writes Plato in his “Laws,” “is a kind of invented plaything of God, and in essence this has become his best goal...” A person should live by playing '...'. What kind of game is it? Sacrifices, songs, dances to win the favor of the gods by playing and living in accordance with the qualities of their nature, for people are mostly infants and have little to do with the truth.”

Aristotle considered play to be the most important element in raising children, believing that it is through play that a child learns about the world and improves his skills in a free manner. Aristotle did not connect play with all forms of human activity, as Plato did, but viewed it as entertainment.

Aristotle noted that word games develop intelligence.

The Roman philosopher Quintilian also noted the benefits of games for learning. In his treatise “The Education of the Orator,” he spoke about the benefits of games in teaching reading.

Thus, outstanding philosophers of antiquity (Plato, Aristotle, Quintilian and others) defined play as a means of aesthetic, intellectual and physical education of a child. Therefore, in ancient times, games were used as a teaching method.

The Middle Ages were characterized by a negative attitude towards play, which made it almost impossible for the human mind to focus on the study of this activity. It was in the Middle Ages in Western Europe that the so-called dramatization of games arose as a means of learning Latin and as a means of education. Already in the 13th century, in some abbeys, schoolchildren took part in theatrical performances: they acted out mysteries in Latin.

The Renaissance marked the return of the play. Schools are beginning to actively use the play as a teaching method.

In the 16th and 17th centuries, Renaissance ideas about the effectiveness of the game method in teaching continued to live on. In the mid-16th century, the French humanist philosopher Michel Montaigne published his essay “Essay”. Montaigne recognizes the importance of play in the upbringing of children, arguing that play and physical exercise are necessary before any method of learning and should play an important role in the upbringing and education of the child. “As a child, I was instilled with an aversion to the ugly tricks and tricks used in games (and indeed, it should be noted that for children, games are not toys, but the most serious things).”

The English philosopher John Locke developed game theory further. The educational ideas of the English Enlightenment played an important role in the development of pedagogy in the 18th and 19th centuries. He theoretically substantiated the organization of child development in his work “Thoughts on Education” (1693). Locke's views on play were developed by F. Froebel, who believed that by watching a child play, one can learn about his character and inclinations.

In the last third of the 19th century, interest in gaming activities increased, and the first scientific theories appeared. Play is seen as a means of developing skills and abilities necessary for psychophysical and personal development. It is through play that a child gets to know society. Thus, play is seen as a way to develop learning ability.

↑ Labor as a type of activity

Work

is a human activity aimed at obtaining a practically useful result, which makes it possible to satisfy one’s needs.

In the process of labor activity, a person produces the material and spiritual values ​​he needs. Unlike study and play, work requires a person to have certain training or qualifications,

for example: a miner cannot perform a surgical operation.

Qualification -

the level of knowledge, abilities, skills and competence that characterizes readiness to perform a certain type of professional activity.

Characteristic features of work:

• Feasibility
• Focus on achieving programmed expected results
• Availability of skills, abilities, knowledge.
• Practical usefulness
• Availability of result
• Personal development
• Transformation of the external human environment

↑ Material and spiritual activity

Based on objects and results, activities are divided into material and spiritual.

Material (practical) activities

associated with practice, creating something new or changing the old order of things.

Material activity, in turn, is divided into two main groups: material-production and social-transformative.

Material and production

activity represents the creation of material wealth, the enrichment of the culture of humanity as a whole. For example, construction, factory production, crafts.

Social transformative activities

associated with changes in society. This type of activity includes the publication of new legislative acts and implementation of reforms.

Spiritual activity

is a process associated with intelligence and creativity, aimed at the spiritual development of the world.

It includes cognitive, value-oriented and prognostic activities.

Cognitive (educational and cognitive)

activities are associated with obtaining new knowledge about the world, events and patterns.

The establishment and formation of spiritual values ​​in society or a value-based attitude towards things is a value-oriented activity

.

Prognostic activity

- making forecasts or plans for the future, foreseeing the results of one’s actions or future events.

The results of spiritual activity are new ideas, values, ideas, which are subsequently embodied in philosophical concepts, scientific theories, works of art, moral, religious, legal and other norms.

Historical forms of spiritual activity are religion, morality, art, science, philosophy, law, political ideology, and spiritual production

- this is the result of activity in these areas, namely spiritual values ​​and benefits.

Spiritual production -

production of spiritual values, those. ideas, ideas, scientific knowledge, ideals, as well as the entire system of human activity associated with this process.

Activities may also vary in nature. Thus, they distinguish the conscious

(conscious setting of goals and their achievement),
productive
(creation of a useful product),
instrumental
(creation of tools),
transformative
(changing the environment, society, self-improvement) and
social
(interaction with people)
nature of activity
.

Concepts of game and pedagogical game

It is necessary to distinguish between the concepts of a game and an educational game. Educational games have a specific feature: they have a specific learning goal and a corresponding result. Educational games have an educational and cognitive focus.

In accordance with the nature of the pedagogical process, the following groups of games are distinguished:

• education, training, control and generalization;
• cognitive, educational, developmental;
• reproductive, productive and creative play;
• communicative, diagnostic, career guidance, psychotechnical, etc.

According to the nature of the game modes:

• Subject-oriented;
• Actions;
• Role-playing;
• Operational;
• Imitation games;
• Dramatization games;
• The games are differentiated by topic in all school subjects.

Educational games have a clear goal. Pedagogical goals are very diverse. The following target orientations are defined:

• Didactics: expansion of perception, cognitive activity; application of knowledge in practical activities; development of certain skills and abilities necessary in practical activities; development of general educational skills and abilities; development of readiness for work.
• Education: nurturing independence, will, development of certain attitudes, views, moral, aesthetic and behavioral forms; cooperation, collectivism, sociability, sociability;
• Development of: attention, memory, speech, thinking, comparison, contrast, the ability to find analogies, imagination, fantasy, creativity, empathy, reflection, the ability to find optimal solutions; development of motivation for learning activities.
• Socialization: the study of the norms and values ​​of society; adaptation to environmental conditions; stress management, self-regulation; communication training; psychotherapy.
• Game activity based on basic human needs. Regardless of age, a person needs self-expression, self-actualization and self-realization. In play, a person strives to express these qualities.

The game refers to one of the forms of psychogenic behavior, i.e. A person’s actions in the game are determined by his internal state of mind, internal needs and abilities.

The game also performs the function of socialization, thanks to which the child acquires social attitudes, principles, stereotypes and values ​​accepted in society.

As an educational method, the game can be used for all ages, but it has its own specific characteristics. Play is the leading activity for preschool children. Therefore, classes in preschool institutions are most often based on game pedagogy.

It is in preschool age that the ability to learn develops. Play is the most effective method. By the age of three, the child begins to understand and express his feelings. The child begins to integrate into the social environment.

When teaching children of primary school age, age characteristics are taken into account. Children are easily involved in any activity and know how to work in groups.

Adolescence is characterized by the need for self-expression, creating your own world and a vivid imagination.

In high school, the emphasis is on self-expression to society. Gaming styles are more focused on speaking out, defending your own point of view.