Table of contents
Introduction. 3
Chapter 1 Psychological and pedagogical foundations for the implementation of gaming technologies in the cognitive activity of preschool children. 6
1.1 The essence and history of the development of game-based learning technologies……………………………………………………….……………….……6
1.2 Features of cognitive activity of preschool children……………9
1.3 Implementation of gaming technologies in cognitive activity
preschoolers…………………………………………………………………………………..16
Conclusions………………………………………………………………………………….25
History of the development of gaming technologies in domestic and foreign pedagogy
The idea of using technology in the educational process arose at the beginning of the 20th century. The concept of pedagogical technology was conceptualized by such scientists as V.P. Bespalko, T.A. Ilyina, F.P. Fradkin, M.V. Clarin, G.K. Selevko, N.E. Shchurkova and others is understood and realized, so much so that UNESCO considered it necessary to give it a definition: “This is the definition of principles and the development of methods for optimizing the educational process through the analysis of factors that increase pedagogical effectiveness, through the development and application of methods and materials, as well as through the assessment of used methods." The modern understanding of educational technology is based on the fact that it is an introduction to pedagogy of a systemic way of thinking and is a variation of the learning process.
The analysis conducted by the researchers indicates that the pedagogical phenomenon, which today is called “educational technology,” has been the subject of debate and scientific debate for many centuries. According to scientists, not a single outstanding teacher could avoid this problem.
Even Democritus (460-371 BC) argued that it is better to achieve virtue through internal motivation and conviction than through edification, law and coercion. Marcus Fabius Quintilian (c. 35-96) wrote: “Learning should give him (the student) pleasure...”
In the modern interpretation, the views of the ancient authors sound like this: both of them talk about the attitude towards the child in the process of his upbringing and education, and Quintilian points out the need for children to experience success in their activities as the most important factor in the further development of the individual. In this case, the forms of influence are chosen in such a way as to awaken in the child a desire to improve.
The Italian utopian philosopher T. Campanella, in his book “City of the Sun,” applies the idea of non-violence in pedagogical influence and illustrates it using the example of technological design of the physical environment. The French humanist Monty (1533-1592) said: “It is desirable that he be able not only to captivate with his story, but also to listen to his student.” He reaches the highest level of technological generalization when describing “communication with others,” emphasizing the following in his recommendation:
- do not expose yourself;
- refrain from using knowledge;
- avoid arrogance, etc.
Accepting the thesis that the basis of education should be “skillful distribution of time, subjects and methods,” Ya.A. Comenius (1592-1670) created a pedagogical technology based on the principle of flow and maintaining a dominant position in modern society (Comenius Y.A. “The Great Didactics”).
The formation of pedagogical technology in domestic pedagogy was considered as the essence of the ongoing study of changes in pedagogical technology at the turn of the 20th-21st centuries. K.D. Ushinsky (1824-1870), the founder of scientific pedagogy in Russia, when developing the theory of pedagogy, used the laws of philosophy, history, anatomy, physiology and other sciences, since they all study human nature, that is, he took an anthropological approach to personality as a basis. The pedagogical technology of L.N. Tolstoy was the moral education of the individual, and S.T. Shatsky (1878-1934), who studied the influence of the environment on the student, expanded the concept of pedagogical technology, showing the natural results of its impact on both the individual and the team.
Some researchers of the history of the formation and education of the concept of “pedagogical technology” (Bespalko V.P., Ignatiev S.T., Melekhin V.A., Maslova N.P., Shchurkova N.E., etc.) have proven that the term “ technology" in domestic pedagogy was first used in the 20s of the 18th century.
In the 30s of the 20th century, a unique situation arose in pedagogical science and practice, which was characterized by creative search. New programs and methodological recommendations for organizing the educational process were created, emphasizing the optional nature of these programs, which opened up space for teachers’ pedagogical creativity. Projects have been proposed to convert secondary schools into technical colleges.
Introduction
Modern conditions are characterized by the humanization of the educational process, an appeal to the child’s personality, the development of his best qualities, and the formation of a versatile and full-fledged personality. The implementation of this task objectively requires a qualitatively new approach to teaching and raising children and organizing the entire educational process. First of all, this means abandoning the authoritarian way of teaching and raising children. Education should be developmental, enrich the child with knowledge and methods of mental activity, and form cognitive interests and abilities.
During the period of perestroika, there was a sharp surge in interest in educational games (V.V. Petrusinsky, P.I. Pidkasisty, Zh.S. Khaidarov, S.A. Shmakov, M.V. Clarin, A.S. Prutchenkov, etc.) .
Accordingly, the ways, means and methods of teaching and raising children must undergo changes. In this regard, play forms of teaching and raising children (especially preschool children) acquire particular importance.
Therefore, in the modern world there is an urgent need to expand methodological potential in general, and in active forms of learning in particular. Such active forms of learning include gaming technologies.
Gaming technologies are one of the unique forms of education, which makes it possible to make learning and raising children interesting and exciting. The entertaining nature of the conventional world of the game makes the monotonous activity of memorizing, repeating, consolidating or assimilating information positively emotionally charged, and the emotionality of the game action activates all the mental processes and functions of the child. Another positive side of the game is that it promotes the use of knowledge in a new situation, i.e. The material acquired by children goes through a kind of practice, introducing variety and interest into the educational process.
The relevance of the game is currently increasing due to the oversaturation of the modern child with information. All over the world, and in Russia in particular, the subject-information environment is expanding immeasurably. Television, video, radio, and computer networks have recently bombarded children with a huge amount of information. The urgent task of a preschool institution is the development of independent assessment and selection of information received. One of the forms of training that develops such skills is a didactic game, which promotes the practical use of knowledge acquired in class and outside of class.
Play is a natural and humane form of learning for a child. By teaching through play, we teach children not in the way that it is convenient for us, adults, to give educational material, but in the way that it is convenient and natural for children to take it.
Thus, the relevance of the problem led to the definition of the research topic “The influence of gaming technologies on the cognitive development of preschool children.”
The purpose of the study is to analyze the effectiveness of the use of gaming technologies in a preschool educational institution.
The object of the study is the educational and educational process in preschool institutions.
The subject of the research is gaming technologies in preschool educational institutions.
In connection with the goal, the following research objectives were identified:
— study and analyze psychological and pedagogical literature on the research topic;
— to identify the pedagogical and methodological foundations for the design and use of gaming technologies in a preschool educational institution;
— experimentally test the effectiveness of using gaming technologies in the development of preschool children.
To solve the problems, a complex of theoretical and empirical research methods was used.
Theoretical: analysis and synthesis, generalization and interpretation of pedagogical, psychological and historical literature; social and pedagogical analysis (analysis of programs and textbooks, teaching aids).
Empirical: survey methods (conversations, questionnaires, interviewing students); self-assessment method, pedagogical experiment included in the educational process.
Research base: senior and middle groups of kindergarten No. 185 in Omsk.
“Game technologies in institutions of additional education”
4.Cognitive; developmental; educational games
develop creativity
creative abilities, curiosity, enrich vocabulary. In the work of my association, I include a number of educational events (“In the world of animals”, “Journey to the world of fairy tales”, “Are we well brought up?”).
III
– According to the gaming method:
1. Plot-based role-playing games
serve as an important source for the formation of a child’s social consciousness in preschool age, because in it the child identifies himself with adults, reproduces their functions, and copies relationships in conditions specially created by them themselves. The plot is the meaningful outline of the game, it is recognizable, but at the same time it contains conditions for overcoming behavioral stereotypes in everyday life, which include irresistibility, independent choice, risk, and emotional involvement. They do not just copy the life around them, they are a manifestation of the free activity of children, in which, by imagining and imitating, they reveal their character, their understanding of life. This is their main function and significance for personality development.
2. Business games
— Such games are used to solve complex problems of learning new things, consolidating material, developing creative abilities, developing general academic skills, and giving children the opportunity to
understand and study educational material from different perspectives.
3. Imitation games
— imitate the activities of any organization, enterprise or its division. Events and specific human activities can be imitated.
4. Dramatization games.
They play out a situation, a person’s behavior in this environment. The main task of such games is to teach children to navigate in various circumstances, to give an objective assessment of their behavior, to take into account the capabilities of other people, to establish contacts with them, to influence their interests, needs and activities, without resorting to formal attributes of power, to orders. A scenario is drawn up for them, which describes the specific situation, the functions and responsibilities of the actors, and their tasks.
IV
– By subject area
(games in all school disciplines).
Working in the children's folklore ensemble "Rucheyok", I would like to focus on Russian folk games that simulate life situations, forcing the child not only to move, but also to think and look for a solution. With the help of games, children learn to communicate freely and relaxedly.
Traditional folk games contain optimal means for physical, moral and mental education. They teach discipline, organization, develop moral principles, form artistic taste, develop poetic and aesthetic qualities, because in a theatrical game its participants are transformed into various characters and the players become actors for a while. In my classes I use various Russian folk games (“Golden Gate”, “Like Uncle Tryphon”, “Kalinov Bridge” and many others).
Methods and techniques of the game, their classification
By definition, a game is a type of activity in situations aimed at reproducing and assimilating social experience, in which self-control of behavior is formed and improved.
In human practice, gaming activity performs the following functions:
- entertaining (this is the main function of the game - to entertain, give pleasure, inspire, arouse interest);
- communicative: mastering the dialectics of communication;
- Self-realization in the game as a testing ground for human practice;
- play therapy: overcoming various difficulties that arise in other types of life activities;
- diagnostic: identifying deviations from normative behavior, self-knowledge during the game;
- Corrective function: introducing positive changes into the structure of personal indicators;
- Interethnic communication: assimilation of sociocultural values common to all people;
The place and role of gaming technologies in the educational process, the combination of gaming and educational elements largely depend on the teacher’s understanding of the functions of pedagogical games. Systematic and targeted use of gaming methods can bring certain results, both in changing the basic characteristics of the individual and in the effectiveness of educational activities.
Pedagogical games are a fairly broad group of methods and techniques for organizing the educational process. The main difference between an educational game and a game in general is that it has a clear learning goal and a corresponding educational result.
Educational games are very diverse:
- didactic content;
- organizational structure;
- opportunities for their use;
- specificity of content.
Didactic, promoting broadening one’s horizons and cognitive activity; formation of certain skills and abilities necessary in practical activities: Development of general academic skills and abilities; development of labor skills.
Education: formation of independence, will; the formation of certain views, positions, moral, aesthetic and attitudes; formation of cooperation, collectivism, sociability and communication skills.
Development: development of attention, memory, language, thinking, ability to compare, contrast, find analogies, imagination, imaginative creativity, reflection, ability to find optimal solutions; development of motivation for learning activities.
Socialization: getting used to the norms and values of society; adaptation to environmental conditions; stress management, self-regulation; communication training; psychotherapy.
The psychological mechanisms of gaming activity are based on the basic needs of the individual for self-expression, self-affirmation, self-determination, self-regulation and self-actualization.
Primary school age is characterized by brightness and spontaneity of perception, ease of entering into images. Children easily get involved in any activity, especially play, they independently organize themselves into group games, continue to play with objects and toys, and non-imitation games appear.
In the game model of the educational process, the creation of a problem situation occurs through the introduction of a game situation: the problem situation is experienced by the participants in its game embodiment, the basis of the activity is game modeling, and part of the students’ activities takes place in a conditional game plan.
Children act in accordance with the rules of the game. The gaming environment also changes the position of the teacher, who balances between the role of organizer, assistant and participant in joint action.
