The influence of gaming technologies on the cognitive development of preschool children

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

Game as a pedagogical technology

Introduction

Today the focus is on the student, his personality, and his unique inner world. Therefore, the main task of a modern teacher is to choose forms and methods of organizing students’ educational activities that correspond to the goal—the development of the student’s personality. The oldest means of raising and teaching children is play. Games complement traditional forms of learning and help enhance the learning process. In this regard, play forms of teaching and raising children acquire special importance.

A game is a specially organized activity that requires intense emotional and mental strength. The game always involves making a decision, and the desire to win sharpens the mental activity of the players. Children, however, do not think about this; for them, play is, first of all, an exciting activity.

Game technology compares favorably with other teaching methods in that it allows the student to be personally involved in the functioning of the phenomenon being studied and gives the opportunity to live for some time in “real” life conditions.

Before including gaming technology in the educational process, it is necessary to determine: what educational material is appropriate to study using gaming technology; for what type of students should it be used; how to link play with other ways of learning; how to find time in the curriculum to conduct it; what gaming technology should be chosen for a specific educational topic; how to choose a game that solves specific educational problems at each stage of the lesson.

1. Gaming technologies as a type of pedagogical technology

Currently, the concept of pedagogical technology has firmly entered the pedagogical lexicon. First of all, let's find out what technology is in general:

• In the explanatory dictionary, technology is defined as a set of

techniques used in any business, skill, art;

• According to Shepel V.M. technology is an art, skill, skill,

a set of processing methods, state changes.

While:

• Likhachev speaks of pedagogical technology as a set of psychological and pedagogical attitudes that determine a special set and arrangement of forms, methods, methods, teaching techniques, educational means; that it is an organizational and methodological toolkit for the pedagogical process.
• Pedagogical technology according to Bespalko V.P. is a meaningful technique for implementing the educational process.
• Volkov I.P. sees pedagogical technology as a description of the process of achieving planned learning outcomes.
• Academician, corresponding member of the Russian Academy of Education V.M. Monakhov. understands by pedagogical technology a model of joint pedagogical activity thought out in all details for the design, organization and conduct of the educational process with the unconditional provision of comfortable conditions for students and teachers.

Analysis of the above definitions shows that many researchers interpret the essence of the concept of educational technology identically. The difference between them is only in how broadly this concept is revealed.

Having defined the concept of pedagogical technology, I would like to know its structure.

The structure of pedagogical technology includes:

• organization of the educational process;
• methods and forms of educational activities of students;
• the teacher’s activities in managing the process of mastering the material;
• diagnostics of the educational process.

Like any technology, educational technology is a process in which a qualitative change in the impact on the student occurs.

An essential component of pedagogical technologies are teaching methods - ways of orderly interconnected activities of the teacher and students.

In the history of didactics, various classifications of teaching methods have developed, such as

• verbal;
• visual:
• practical:

The game turns into a teaching method under the following conditions:

— filling the technology with certain content;

- giving the content a didactic meaning;

— presence of motivation of trainees;

— establishing didactic connections with other teaching methods.

According to the classification of G.K.Selevko, pedagogical technologies according to the predominant (dominant) method differ in:

1. Gaming.
2. Dogmatic, reproductive.
3. Explanatory and illustrative.
4. Developmental training.
5. Problematic, search.
6. Programmed training.
7. Dialogical.
8. Creative.
9. Self-development training.
10. Information (computer)

Based on the definitions and classifications given above, we can conclude that gaming technologies are an integral part of pedagogical technologies. Thus, pedagogical technology, in which the dominant teaching method is play, is game technology.

1. Game structure

From the previous paragraph it became clear that the concept of “game pedagogical technologies” includes a fairly extensive group of methods and techniques for organizing the pedagogical process in the form of various pedagogical games. Let's find out how famous teachers, psychologists, and writers of various years define the game.

A.M. Gorky wrote that play is the way for children to understand the world in which they live and which they are called upon to change. In the psychological concept, play is defined as an activity, the subject and motive of which lie in the very process of its implementation.

According to D.B. Elkonin, human play is an activity in which social relationships between people are recreated outside the conditions of directly utilitarian activity.

Unlike games in general, a pedagogical game has an essential feature - a clearly defined learning goal and a corresponding pedagogical result, which can be justified, identified explicitly and characterized by an educational-cognitive orientation.

There are many approaches to defining a game.

Game organization structure. The game is a bright and emotional holiday. In organizing the game, everything should be thought out to the smallest detail.

1. Game selection. The teacher must choose a game that matches the program content and clearly imagine what results he wants to get. The design of the plan, game actions, the content and formulation of the rules, and the course of the game often depend on this.

The choice of gaming technologies in the practice of teaching staff is dictated by the principle of child activity in the learning process, which is characterized by a high level of motivation, a conscious need to acquire knowledge and skills, effectiveness and compliance with social norms, because Play, along with work and study, is one of the main types of human activity. The game is used as:

1. independent technologies for mastering a concept, topic, and even a section of an academic subject;
2. as an element of a broader technology;
3. as a lesson (lesson) or part of it (introduction, explanation, reinforcement, exercise, control);
4. as technologies for extracurricular activities.

Various types of games are used at almost all levels of education.

However, in order to use gaming technologies in the classroom, the teacher needs to know and be able to select a pedagogical game. Currently, interest in the game is growing rapidly, which naturally leads to an increase in the number of games, as well as their variety. It becomes more difficult to navigate them. Therefore, the relevance of the issue of game classification is increasing every day.

Games, as an element of the training system, exist in certain conditions that influence them and they, in turn, actively influence the conditions in which they operate; they also actively interact with traditional methods of conducting classes. At the same time, the system develops and its boundaries expand.

1. Preparing the game.

• Preliminary preparation of students for the game.

The teacher's task is to ensure that all children understand what they must do during the preparatory work. Preliminary preparation often bears the main didactic load. This mainly applies to role-playing games. But the teacher needs to trust the children more, there is no need to completely organize the preparation, let them show independence themselves.

• Preparation immediately before the game.

This stage should be aimed at creating an emotional gaming mood.

III. Introduction to the game.

• Offering games to children.

Usually, it is enough for the organizer of the game to say: “Now let’s play: “Name of the game” or “And so that you remember this material better, we will play a game” or “In connection with this there is such a game:.” It's enough.

• Explanation of the rules of the game.

It is necessary to formulate them briefly and specifically.

• Selection of game participants.

1. Progress of the game.

• Beginning of the game.

It is very important for the game to gain momentum. Games with rules usually require good pacing. And this is “in the hands” of the organizer: to prompt someone, to urge someone on with exclamations of “Let’s speed up the pace!”, “Long pause!”:

• Development of game action (culmination).

At this stage, the excitement of the players is maximally manifested, and at the same time the interest of both participants and spectators increases. It is important for the organizer to monitor compliance with the rules and sometimes to encourage the player.

• The final stage of the game.

The teacher needs to feel when the tension subsides, and should not expect the students to get bored with the game itself. In order to stop the game in time, you need to tell in advance that its end is approaching. Thus, students have time to psychologically prepare for the end of the game.

When organizing and conducting gaming technology, it is necessary to strive for maximum concentration in time, since with significant breaks, students lose the thread of the game, their emotional mood, and forget the rules

To avoid these problems, you must:

1) before starting preparations for the game, clearly announce the criterion by which the results will be assessed;

2) be sure to carefully note the positive aspects of the teams (participants) that did not take prizes;

3) note what interfered with the game, if any. And, of course, it should be extremely clear to everyone that the teams that received prizes were indeed stronger.

VI. Analysis of the game (discussion, questioning, assessment of emotional state).

The most important role in gaming technologies belongs to the final retrospective discussion, in which students jointly analyze the course and results of the game, the relationship between the game (simulation) model and reality, as well as the course of educational and game interaction.

Despite the fact that the teacher himself feels the mood of the class, it still cannot represent a complete picture, since this is a collective mood. It is important for the teacher to understand each child in order to draw conclusions for the subsequent game, taking into account the individual characteristics of each. And therefore, it is important, despite the fact that there is always a catastrophic lack of time, to analyze the game - it is the key to the effectiveness of gaming activities and the development of the teacher’s methodological skills.

Conclusion

Interest in any discipline largely depends on how the lessons are taught. Even in the best lessons, the element of obligation hinders the development of passion for the subject. Therefore, in lessons it is necessary to use non-traditional educational technologies as widely as possible.

The study of literature, analysis and generalization of materials collected on the problem made it possible to determine the theoretical basis for the use of pedagogical games of various types.

Summarizing the results of the work, we can draw the following conclusions:

1.Game technologies are one of the types of pedagogical technologies, the teaching method in which is the game. People have used games as a method of learning and transferring the experience of older generations to younger ones since ancient times. The game is widely used in folk pedagogy, in preschool and out-of-school institutions. There are many classifications of games. Games are a valuable means of cultivating children’s mental activity and activating mental processes, but only if conducted by a competent organizer.

2. In a modern school, which relies on the activation and intensification of the educational process, game activities are used as elements of a lesson or part of it (introduction, explanation, reinforcement, exercise, control). It is most appropriate to use it in lessons to consolidate, systematize or repeat material.

3. The game form of classes is created with the help of game techniques and situations that make it possible to intensify the cognitive activity of students. When planning a game, the didactic goal turns into a game task, the educational activity is subject to the rules of the game, the educational material is used as a means for the game, an element of competition is introduced into the educational activity, which transforms the didactic task into a game task, and the successful completion of the didactic task is associated with the game result.

Literature:

• Bespalko V.P. Components of pedagogical technology. - M., Pedagogy, 1989.
• Volkov I.P. Pedagogical technologies. - M., Education, 1990.
• Kryukova E. A. Personal development educational technologies: nature, design, implementation. – Volgograd, Peremena, 1999.
• Pedagogical technologies / Ed. Kukushkina V.S. - Rostov n/d., March, 2002.
• Shaikhetdinova L.R. Game technologies as a factor in students’ cognitive activity [Electronic resource]/-L.R. Shaikhetdinova // Publishing House “First of September” / festival of pedagogical ideas “Open Lesson”.

Borisova Yulia Alexandrovna

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.