Game activity methods
Currently, the scientific literature on the theory of gaming activity practically does not describe methods of gaming activity.
Let's consider the methods developed by A. M. Novikov and D. A. Novikov in “Methodology” (2007) proposed a classification of methods. The authors highlight theoretical and empirical methods from a set of gaming activity methods. And within these groups: Method-operations and method-actions.
Theoretical method-operations are considered as mental operations: Analysis and synthesis, comparison, generalization, specification, etc. On the one hand, they are formed in childhood, including during play activities; on the other hand, play activities are carried out with their help. In addition to the operations of logical thinking, the operations of the theoretical method of gaming activity can also include (perhaps conditionally) imagination as the mental process of creating new ideas and images with its specific forms of fantasy (creating implausible, paradoxical images and ideas) and dreams (as creating images of what is desired).
Theoretical and methodological action, such as the analysis of epistemological systems, theories as a method, etc., is practically not implemented in gaming activities, with the possible exception of such complex games as chess.
Empirical methods include primarily observation and experiment. In this case, the experiment is considered by the authors not in the scientific sense, as a strict procedure of scientific research, but as a synonym for experience, as an attempt to implement something, to make some changes in the external environment. Observation and experiment in this sense are two sides of the same coin. Observation is like searching for an answer to the question “what is happening?” Experimentation is “what will happen if you do this and that?” A child breaks toy structures and toys - this, according to the authors, is a natural manifestation of an exploratory reflex aimed at learning the properties of objects. Children's pranks of older children - blowing something up, setting it on fire, slapping it, etc. - also experiments characteristic of this age. Finally, competitive games: who is stronger? Who is faster? who is smarter? These are also experiments in the form of tests. Even when a person plays alone, for example, plays solitaire, this is also a test for himself - “will I succeed or not?”
Exercises are also considered as a method of playful activity. As you know, training is based on repeated repetition of certain movements and actions to form and improve skills and abilities. The child is ready to repeat a pleasant gaming activity many times, improve his skills and consolidate his success. When an action becomes a habit, a daily routine, the child loses interest in it - the action is mastered and consolidated.
Design in gaming activity is the creation of various structures. First there are “pastry cakes” made of sand, “construction” of houses, pyramids from bricks, then games with all kinds of building blocks, and later - creation of models of airplanes, ships, etc.
The example method is used in almost all collective games related to the performance of certain actions. So, as an example they can serve: an example of the actions demonstrated by the leader; behavior of adults and peers; images of heroes from books and films, people of different professions, etc.
Imitation (imitating someone or something, trying to reproduce something exactly). From infancy, a child imitates adults in everything - facial expressions, gait, pronunciation of words, etc. Later, imitation develops into a role in children's role-playing games. Imitation is often used as a method in theatrical games, plays, drama, pantomime, etc.
Types of gaming techniques used in teaching children visual arts
The role of natural history holidays in instilling in children a positive attitude towards nature Read more: Methodology for using game techniques in different structural parts of the lesson
2. Types of gaming techniques used in teaching children visual arts
A teacher of visual arts must know the essential features of gaming methods and teaching techniques, their fundamental difference from other methods and techniques, take into account children’s knowledge of the world around them, their interests in various life phenomena, and children’s gaming experience. At the same time, he must clearly understand the tasks of directing visual activities, and, consequently, the specific tasks of using gaming techniques in each lesson.
What are the specifics of gaming techniques? On the one hand, they should be aimed at solving didactic problems, on the other hand, by their nature, they should be as similar as possible to a real game and have its essential features. This is all the more important because, unlike “real” free play, the game is offered in class by the teacher. Therefore, one of the signs of a gaming technique should be a gaming task.
The game task in these techniques is a kind of formulation, determination of the goal of the upcoming game actions. For example, the teacher says to the children: “Let’s help the squirrel make supplies for the winter” or: “Think about what you can use to go into space”; “Let’s build a house for the cat.”
In the process of using a gaming technique, the number of gaming tasks may increase. Thus, the development of the game concept occurs. However, it must be remembered that the formulation of a game task is certainly followed by game actions. So, in order to go into space, you need to become an astronaut, “build” a rocket, and at the same time “repair” uneven rocket bodies, “as if.” The external expression of actions can be represented in different ways: motor, practical action (flapping his arms like a bird's wings); pictorial action (rhythmic movements of the brush - strokes depicting leaf fall); onomatopoeia (I am a driver, I am carrying grain... beep, beep).
Thus, gaming techniques are ways of jointly (teacher and children) developing a plot-game concept by setting game tasks and performing appropriate game actions aimed at teaching and developing children.
A teacher of the basics of visual arts must remember that the content of game tasks and game actions must correspond to children’s knowledge of the environment and their interests. Therefore, in the course of his work, the teacher must focus on the requirements of the program, the basic program of the kindergarten, and plan his classes in close cooperation with other specialists and teachers, implementing the idea of comprehensive support for the child. The most important thing is to rely on the child’s internal potential (the key point of the “pedagogy of success”). The preferences and interests of children, as a rule, are manifested in children's games. Accordingly, preschoolers have their favorite game themes, toys, and roles. Therefore, the content of gaming techniques is built using the content of games of children of a particular group and their favorite toys.
When developing game techniques, it is important to think not only about the content and logic of game actions, but also about their correspondence to the logic and meaning of real life situations. Otherwise, these techniques are far-fetched and unnatural. Thus, it looks illogical and therefore unjustified when a cat comes to class and brings a basket of ribbons, after examining which the children draw them. It would be more correct and interesting if dolls offered to draw ribbons when they were going to a holiday and putting on new holiday dresses. Then the children would understand the requests to draw multi-colored ribbons, uncrumpled, even, as if ironed.
A teacher’s good knowledge of the content of the reflected phenomena and the possible logic of the development of events is important for quickly coming up with a variety of game tasks and corresponding game actions and is the basis for game improvisation, which is extremely necessary for the teacher, in the classroom. This sometimes requires unexpected development of the drawing, unexpected quality of children's work. For example, the guys draw a falling snowball using rhythmic strokes. The teacher, passing by a child timidly working with a brush, almost without stopping, affectionately says: “Well, Zhenechka, add some more snow, otherwise you can’t even ride a sled.” Surprised and delighted by the “come to life” drawing, the kid not only “added” snow, but drew a slide, a path and a blizzard. An experienced teacher quickly played up the children's drawing by “rolling” a hare along the hill. Such ease and freedom of the teacher in developing the game concept allows him to successfully solve not only visual problems, but also to develop the imagination and creativity of children, making learning joyful and interesting.
In addition, it is very important that the teacher himself reacts emotionally and interestedly (like children) to what is happening, showing a wide variety of feelings: surprise, admiration, joy or sympathy, grief, sadness. At the same time, one should remember about a sense of proportion in their manifestation, a reasonable combination of gaming and business relationships, a smooth, imperceptible transition from play to direct learning and vice versa, i.e. a culture of expressing feelings is necessary.
The teacher should remember that he uses games in the classroom not for the sake of entertainment, but for the purpose of guiding artistic activity, so that the learning process is joyful and contributes to the development of feelings, imagination, and creativity.
Taking into account the uniqueness of children’s play actions and the characteristics of the game, teachers use the following play techniques in visual arts classes: playing with objects, toys, paintings; playing up the completed image; playing up an unfinished image; game situations with role-playing behavior of children and adults.
Playful activities in the visual arts of a preschooler are a useful phenomenon that helps him develop his creative ideas. If a child systematically develops visual skills, then he can easily find visual ways to complete a task. That is, he develops skills and abilities that can be independently used to depict various objects and phenomena, while being able to choose the most suitable ones from the available methods. On this basis, children are led to find their own ways, developing their creative abilities in every possible way.
Game techniques in optimal combination with other teaching methods and techniques have a beneficial effect on the development of the individual, his creative potential, artistic abilities, moral and aesthetic development of children, increase preschoolers’ interest in visual arts and stimulate independent forms of its manifestation when the child himself performs visual arts. problems and tries to solve them. At the same time, children show courage and confidence in their abilities.
The role of natural history holidays in instilling in children a positive attitude towards nature Read more: Methodology for using game techniques in different structural parts of the lesson
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The state of play activity of modern preschoolers
The features of the play of modern preschoolers were studied in the work of E. O. Smirnova and O. V. Gudarev “Play and voluntariness in modern preschoolers.” Based on the levels identified by D.B. Elkonin, the authors tried to evaluate the content of the play of modern children of three age groups: middle (from 4-5 years old), older (5-6 years old) and preparatory (from 6-7 years old). At a specially designated time, a small group of children (four to five people) was invited to play any game in a familiar kindergarten room. Each child's type of play activity was assigned to one of the levels of play and categorized as an action role, a story role, and a relational role.
The results of observations showed that the majority of modern children aged 4-6 years reduced the game to simple, uncomplicated actions and individual remarks addressed to a partner. The highest stage of play development, when role relationships are clearly expressed and the child’s behavior is connected with partners (play relationships), occurs only in some children after 5 years.
The next question that was investigated in this work is: how does a decrease in the level of play affect the formation of one of the most important new formations of preschool age - arbitrariness.
The work of Z. Manuylenko (1948) [2] is often cited as proof of the leading role of play in the formation of voluntariness. In this work, the indicator of volitional behavior was the time of maintaining a posture of immobility demonstrated in the game (when performing the role of a guard) and outside the game (at the request of an adult). The results showed that during the heyday of role-playing games (age 4-5 years), the time to maintain a pose in a game was more than three times higher than the same indicator in a non-play situation. At the age of 6-7 years, these indicators converge due to the rapid growth of non-playing volitional qualities, and the time to maintain a pose in play and non-play situations is almost comparable.
In this work, the playing role acts as an external means that establishes the zone of next development, which then “rotates” and is internalized. Thus, voluntariness is transformed into a personal ability that does not depend on the current situation.
The experiments described above were carried out in the middle of the last century, when the quantity and quality of gaming activities was much higher. Do these models still exist today? To answer these questions, an experiment was conducted in which the technique of 3. V. Manuylenko was used. In order to bring the plot of the game closer to modern conditions, children were offered not the role of a security guard, but the role of a “security guard protecting the bank from fraudsters.” The essence of the role-playing game has not changed, but the content of the role has become more clear. Otherwise, the experimental situation, the ages studied, the observed indicators and their processing exactly repeated Manuylenko’s studies.
However, the data of preschoolers of the 21st century were radically different from the results of children of the middle of the last century. In Fig. Figure 1.3 shows the dynamics of volitional behavior in and outside of play among preschoolers of two generations. The presented graph clearly demonstrates a number of significant differences in the stage of development and dynamics of volitional behavior.
Firstly, modern preschoolers have significantly lower absolute indicators of volitional behavior. Even in the preparatory group, our children cannot hold a pose for more than 3 minutes, while their peers of the previous generation could hold a motionless pose for an average of 12 minutes. These differences clearly indicate a decrease in the ability to self-control and manage one's own behavior.
Characteristics of children's musical and play activities
Play is the leading type of activity for preschool children. It is considered in preschool pedagogy as one of the main methods of education, training and as one of the forms of organizing children's activities.
Expanding the concept of “leading activity” and emphasizing the importance of play in the development of a child, A.N. Leontiev wrote: “We call leading activity such activity in connection with which the most important changes occur in the child’s psyche and within the framework of which psychological processes develop that prepare the child’s transition to a new, higher stage of his development.” In this context, we call it “leading.” activities."
In psychology and pedagogy, there are many views on play, theories, both foreign (W. Wundt, V. Stern, J. Dewey, K. Büller, J. Piaget, etc.) and their own (L. S. Vygotsky, R. Zaporozhets, A.V. Keneman, A.N. Leontyev, F.S. Levin-Shirina, T.A. Markova, D.V. Mendzheritskaya, S.L. Rubinshtein, K.D. Ushinsky, E.I. Tikheeva, D.B. Elkonin and others).
Some games go back thousands of years (like the hopscotch game). The game is diverse not only in its content, but also in its forms and sources.
Games perform various functions in the lives of children: educational, formative, educational, developmental, cognitive, recreational, communicative, organizational, value-oriented, etc.
In the game, the child consolidates his experience of knowing the world and its changes, the child’s comprehensive development is realized - emotional, intellectual, creative. There are games aimed at mastering moral norms and rules of behavior, socializing preschool children - acquiring life and social experience of adults, developing work skills, physical, aesthetic, spiritual development, and speech development.
Some games are aimed at developing the skills of children of any type of activity, others - at certain personal qualities (communication, perseverance, will, independence, activity), and the development of skills (general or specific).
The game was considered in pedagogy as a means of acquiring, consolidating and deepening knowledge, as a method of teaching preschoolers, its developmental significance was emphasized (E.I. Tikheeva, D.V. Mendzheritskaya, A.P. Usova, etc.).
There are studies that reveal the role of play in the development of volitional behavior (A. V. Zaporozhets, Z. V. Manuylenko, etc.), due to the child’s orientation toward the pattern of action contained in the intended role (i.e., hidden control).
Among the various types of games, didactic games are distinguished. Regardless of the type, a didactic game has a certain structure. A game used for educational purposes must contain a teaching (and educational) task, children’s play actions and the rules of the game1.
Conducting didactic games includes familiarization with the content, explanation of the course of the game and its rules, demonstration of game actions, repetition of the game in various versions with their gradual complication.
Based on the type of material used, didactic games are divided into games with objects, board games with pressure and word games.
A distinction is made between games in the classroom and in children's independent activities.
R.R.I. Zhukovskaya revealed the influence of didactic games in the classroom on children’s independent play, in which role-playing actions showed behavior options and revealed relationships between people [4].
Psychologists and educators emphasize the developmental value of role-playing play as the highest form containing enormous creative potential.
In the game, emphasizes A.N. Leontyev, there are real actions of the child (play role), but in imaginary situations. Playful activities stimulate the imagination. Games with an imaginary situation in their development turn into narrative role-playing games with rules, during which human relationships and social relationships between people are more and more clearly imitated.
A. Leontiev also considers the development of dramatization games and defines them as a “pre-aesthetic” activity in which there is a creative approach, as well as a motive for influencing other people.
D. B. Elkonin emphasizes the kinship of play with art, which makes people experience various aspects of human life and interpret them in figurative form. The role of play in the development of perception, memory, thinking, imagination, and abilities of the child is noted. In the game, the child transforms objects, and his imagination can be based on the surrounding reality.
The essence of game teaching methods
Game methods have an advantage over other teaching methods, since they are interesting to children and attract attention from the very beginning. Game methods are based on various games that evoke positive emotions that help create a comfortable psychological situation in the learning process. The use of game methods in teaching significantly reduces the cost of nervous energy and volitional efforts.
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In the process of studying the use of game teaching methods, it was found that these methods help to enhance the mental and motor activity of students. Motor activity has a positive effect on the formation of associative connections that facilitate the process of acquiring knowledge and skills. During play, a child’s perception processes proceed much faster and more accurately.
Game teaching methods have a number of characteristic features:
- The educational material or educational action acquires a conditional plan, which is transferred to the game scenario.
- The game method requires the participation of all participants in the learning process in the game, that is, both students and the teacher participate in the game, which contributes to the direct learning influence on children through comments, instructions, directions, reprimands, tips, etc.
Game methods are very diverse. Their variety depends on the type of game used by the teacher. Regardless of what kind of game is used, the method has two main pedagogical functions:
- Improving and consolidating knowledge. During the game, the child has to use previously acquired knowledge, transform it if necessary, transform it, and learn to operate with his knowledge and skills. All this has a positive impact on expanding and deepening students' knowledge.
- Successful acquisition of new knowledge and skills of varying complexity and content. During the game, most often, in order to assimilate new knowledge, the teacher uses various imaginary situations in an expanded form, using gaming equipment and corresponding game actions and roles. For example, in order to improve and expand knowledge about decorative and applied arts, games “Exhibition”, “Souvenir Shop”, “Journey to the Past”, etc. can be played.
Finished works on a similar topic
Coursework Game-based teaching methods 480 ₽ Abstract Game-based teaching methods 240 ₽ Examination Game-based teaching methods 200 ₽
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The selection of the type of games for the use of game methods in teaching depends on the age of the students, their psychological and physical development, individual capabilities and needs. Taking into account these criteria will help the teacher select truly effective games that will help enhance the pedagogical impact on students and obtain high learning results.
Thus, the role of game teaching methods in the pedagogical process is quite large. The effectiveness of these methods depends on the professional skills of the teacher, his understanding of the functions of educational games and their importance in the upbringing and teaching of children.
