This essay has been submitted by a student. This is not an example of the work written by our professional essay writers.
The game is an activity aimed at meeting the needs of entertainment, pleasure, stress relief, as well as the development of certain skills and abilities.Â Also, the game is called a form of free expression rights, not related to the achievement of utilitarian purpose and is a pleasure in itself. It is believed that most of the games have the following main features:
Today's world is full of games even more than before.Â Games, contests, sweepstakes, lotteries have filled television programs.Â Gambling: slot machines, cards, roulette make huge profits to owners of gambling establishments.Â Sports - football, hockey are the most popular shows, and for their members this is a high-paying work.Â Films, theaters are favorite entertainments with all the spectacle and leisure.Â Human culture arises and unfolds in the game.Â In a broad sense of the word game covers human activity in all its manifestations.Â Considering the activities of people with this viewpoint, we can say that people "play" a spouse and parent, child and nurse, supervisor and subordinate.Â In different situations, a person performs different social roles.Â At the same time he can play the role of status, behavior, situation, etc.Â There are such kinds of games: sports, team games, logical games, games on the paper, intellectual and developing games. All these types of games develop different skills and a person gets more knowledge and experience.
Developing games are the games in which there is a development or improvement of various skills.Â The concept of developing games is associated mainly with the childhood of human life.Â Children playing in developing games train their own thinking, ingenuity, creativity and imagination.Â The types, nature, content and design are determined by the specific educational tasks in relation to the age of children with their development and interests.Â The start the application of educational games for educational purposes is allowed in a game at the age of (0) 1 year, and depending on the child's development in each particular case.
There are such age groups:
-for children from 0 to 1 year;
-for children from 1 year to 3 years;
-for children from 3 years to 7 years;
-for children older than 7 years and adults;
The types of the games include: dough for sculpting, paints, applications, puzzle, etc.
Playing and learning.Â Expression "educational game" is not correct, because it comes from the false premise that you can learn, experiencing boredom or to play, and not to perceive the information.Â Good game, which is interesting, always teaches something, and in any good training exercise there is an element of the game. Nowadays games have become the resource that helps children and adults perceive the information, as there are new innovative approaches that help to explain everything better and as a result people remember easily. A distinctive feature of games is a combination of repetition and surprise.Â Therefore, the art of compiler games is in the correct dosage of repetition and surprise. However, the game is the first thing that a person wants to play, and though this wish may not be totally motivated, it is still a highly individual.
Games do not automatically lead to learning.Â If we want to ensure constant communication between the game and teaching at the school, then this can be achieved only by bringing the spirit of the game in the ordinary school life, rather than simply using some educational games.Â The teacher, as an organizer of the game should open up the seeds of its own game started and should teach, introducing into the process of learning the elements of the game.
Construction of the educational process is based on knowledge of the structure of educational activities, and other psychological characteristics inherent to the schoolboy.Â This knowledge is mainly incorporated in the curriculum; they determine the methods and techniques of training.Â But since they are present there in a hidden, implicit form, the teacher would be helpful to trace the reliance on a psychological phenomenon that suggests one method or another that changes in training activities or the identity of the student it should entail.Â For example, the idea of the types of training activities and their relationship to lead to the use at certain stages of the materialized form of action with a variety of schemes, ideas about the formation and transfer techniques of cognitive activity, to form them at various educational materials, etc.
It is known that in preschool age acquisition of new knowledge in the game is much more successful than in the classroom.Â The child, fascinated by an attractive conception of the new game, as if no notice of what he learns, although he now and then faces difficulties, which require adjustment of its representations and cognitive activity.Â
In today's pre-school educational pedagogy and teaching, the value of the game in the principle is recognized.Â The game is just a tool for a child to be able to learn what he still cannot. However, the enormous potential of educational games (didactic, games with rules, etc.) are generally not used.Â The repertoire of these games is very poor and covers a narrow range of tasks, especially little cooperative games that involve the whole group.Â There are virtually no games aimed at the development of strong-willed, moral qualities of the person and the formation of human relations between children. Educational game - this is not any action with didactic material and is not a game reception at the mandatory training sessions.Â This is specific, full and quite content for children's' activities and also it has its motives and its methods of action.
Developing games are characterized by the fact that they contain a ready game plan, proposed by the child, the play material, and rules.Â The goal of a game always has two aspects: 1) cognitive, for example, what should we teach a child, what modes of action with the objects we want him to transfer, 2) educational, for example, the ways of cooperation, forms of communication and relationships to other people who should educate children. In both cases the goal of the game should be formulated not as a transfer of specific knowledge and skills, as well as the development of certain mental processes or abilities of the child.
The game plan is that the game situation, in which the child is introduced, and which he perceives as his own.Â This is achieved if developing games are based on the specific needs and inclinations of children, as well as features of their experience.Â The attractiveness of certain things gives a meaning to their activities.Â In all cases, the game plan is implemented in gaming activities that are offered to a child when the game took place.
Game action always includes a learning problem, which all children have, essential to personal success in the game and their emotional connection with other participants. Action learning task requires the child's active intellectual and volitional effort, but it also gives the greatest satisfaction.Â The content of the training tasks can be quite varied: Do not run ahead of time or name of the subject, time to find the picture for some time, memorize a few items, etc.
Finally, an important feature of the game is the game rules.Â Rules of the game are brought to mind the children of the plan, game action and learning task.
For the game to motivate children and to affect them personally, an adult must become a direct participant.Â By their actions, emotional communication with adult children involves them in joint activities, making it an important and meaningful to them.Â It becomes like a center of attraction in the game.Â It is very important in the early stages of getting acquainted with the new game, especially for younger preschoolers.Â At the same time an adult arranges the game, and then it helps children to overcome difficulties, to encourage compliance and to note their errors.Â The combination of two different adult roles - participant and organizer is an important feature in developing the game.
Due to the fact that the educational game includes active and meaningful activities for children, which he willingly and voluntarily activates, the new experience gained in it, it becomes his personal property, as it can be easily applied in other contexts (and therefore the need to consolidate the new knowledgeÂ disappears).Â In addition, many games teach children to act "in mind", to think what liberates the imagination of children, develops their creative abilities and capacities.
Educational game is a fairly effective way of forming such qualities as organization, self-control, etc. The joint nature of the game is of a great importance, in which the teacher and peer group encourages the child to comply with the rules, for example, the conscious control of their actions.Â As a consequence of a developing game, a child learns the rules of the game better, uses his creative thinking and gives his new ideas and takes decisions. Gradually, there are prerequisites to the formation of conscious behavior and self-control, which is the practical development of moral standards.Â Game rules are like normal behavior in a group, bring a new social experience.Â
All in all, developing games are very helpful for children and adults. They help to find creative ideas, to understand important things and to look at the situation at a different angle. Thus, in early childhood developing games contain a versatile environment for the formation of the most valuable qualities of the individual.Â However, to make their development effective, there should be consistency in the selection of games.