Stages of game development according to Elkonin table. Stages of development of gaming activity. The main stages of play activity in preschool age - Studopedia
The scientific position about play as the leading activity of a preschooler, setting the zone of proximal development, is generally accepted and traditional in domestic pedagogy and psychology. D.B. Elkonin argued that a game is a symbolic-modeling type of activity in which the operational and technical side is minimal, operations are reduced, and objects are conventional.
In the game, all internal processes are given in external action. Play is of particular importance for the development of the child’s motivational sphere and arbitrariness. Preschool age is the period of the most intensive formation of the motivational sphere, when personal mechanisms of behavior arise and the prerequisites for self-control and self-regulation are formed. All this happens most intensively and effectively in a role-playing game (L.S. Vygotsky, A.N. Leontiev, D.B. Elkonin).
So, E.E. Kravtsova argues that “game is a certain attitude of the world to the child and the child to the world, the child to the adult and the adult to the child, the child to the peer and the peer to him.”
Gaming activity, in contrast to play, is “a narrower concept; it presupposes special actions of children to model the world.” According to D.B. Elkonin, gaming activity includes “stages of its development: need, motive, goal, structure, “stating moments.” The latter, in turn, include an imaginary situation, a playing role and the rules of the game."
As a rule, the concept of “game activity” is interpreted as a type of activity in situations aimed at recreating and assimilating social experience in which self-government of behavior is developed and improved.
The purpose of the game always has two aspects: cognitive - what we must teach the child, what methods of action with objects we want to convey to him, and educational - those methods of cooperation, forms of communication and attitudes towards other people that should be instilled in children.
In both cases, the goal of the game should be formulated not as the transfer of specific knowledge, skills and abilities, but as the development of certain mental processes or the child's abilities
A game is a form of activity that is aimed at recreating and mastering various areas of reality. The game is a children's world filled with many interesting ideas, fairy tales, unusual thoughts, and questions. In this environment, the child feels comfortable, in this “territory” the child grows, develops his abilities, thinks, communicates with peers, gets to know them and himself in human society.
There is one more extraordinary moment associated with the role of the game: in it the child becomes aware of his Self. According to L. S. Vygotsky, “the child learns his Self in the game.” By creating fictitious points of identification and relating himself to them, he distinguishes himself and masters his I. Naturally, a child at 3 years old already has his own I, his experiences and other internal processes, but is not aware of them, his place among people. In the game, thanks to the divergence of the semantic and visible fields, it becomes possible action“from a thought, and not from a thing,” from one’s own plan, and not from a situation. After all, a child, no matter how emotionally he enters into the role of an adult, still feels like a child. He looks at himself through the role he has taken on, i.e. through an adult, and discovers that he is not an adult at all. Consciousness of oneself as a child, that is, of one’s place in the system of social relations, occurs through role and through play. Play is of particular importance for the development of various forms of voluntariness in children - from elementary to the most complex. Usually the child, obeying the rule, refuses what he wants. In a game, obeying the rule and refusing to act on an immediate impulse brings maximum pleasure. The game continually creates situations that require action not according to immediate impulse, but along the line of greatest resistance. The specific pleasure of play is associated precisely with overcoming immediate impulses, with submission to the rule contained in the role. In the game, he begins to correlate his desires with the “idea”, with the image of an ideal adult. Play is practically the only area where a preschooler can show his initiative and creativity. It is in play that children learn to control and evaluate themselves, understand what they are doing, and (probably this is the main thing) develop the need to act correctly. It is the independent regulation of his actions that turns a child into a conscious subject of his life, makes his behavior conscious and voluntary.
D.B. Elkonin proposed to distinguish between the plot and content of the game. If the plot reflects the area of social reality that children reproduce in their play, then the content is what is reproduced as the central point in human relationships, the depth of penetration into them. It is the content of the game that expresses the level of development play activity.
E.O. Smirnova and O.V. Gudarev, based on research by L.S. Vygotsky, identify the main characteristics of each level of play.
First level
Children's actions are monotonous and consist of a number of repeated operations. They can be carried out in a certain sequence, although its strict adherence does not matter.
Roles are determined by objects or the nature of actions. Children do not call themselves by the names of the people whose roles they play.
Children play side by side or alone. Independent play is usually short-lived. The stimulus for its occurrence is sometimes a toy or a substitute object previously used by the child in play.
Second level
The logic of actions corresponds to their sequence in reality. The variety of actions increases and goes beyond the limits of any one type (for example, not only feeding, but also preparing dinner, putting to bed, dressing, etc.). Violation of the sequence of actions is not actually accepted, but is not protested either.
The role is indicated by a word. During the game, children sometimes call themselves or their partner by a play name (“I am the mother”, “You are the driver”). But verbal communication from role positions is absent, although individual phrases related to the role appear.
The rule has not yet been clearly identified.
The first interaction between participants occurs regarding the use of a common toy or the nature of the activity. Associations of children are short-term and small in number (2-3 children).
Toys are not selected in advance, but children often use the same ones.
Third level
Roles are clearly defined and named before the game begins. They determine and direct the child's behavior. Role-playing speech addressed to the play partner appears, but sometimes ordinary relationships also appear.
The logic, nature and direction of actions are determined by the role. Violation of the logic of actions causes protests from the players, citing the fact that “this doesn’t happen” (mothers don’t run, policemen don’t shout, etc.).
Isolated rule of conduct, to which children subordinate their actions. Although it does not yet completely determine behavior, it can overcome the immediate desire that arises. Violation of the rules is better noticed from the outside.
Toys and objects are selected according to the role. The game often proceeds as a joint activity, although interaction alternates with partner actions that are not related to each other, but correspond to the role. The duration of the game increases. The plots become more diverse: children reflect the life, work, and relationships of adults.
Fourth level
This highest level development of play activity is typical for children of middle and older preschool age (4.5-6 years). The main content of the game is the performance of actions related to the relationship with other people, whose roles are played by the partners in the game.
Roles are clearly defined and named before the game begins. In accordance with the role, the child builds his behavior until the end of the game. The role functions of children are interconnected. The speech is of a role-playing nature.
The actions in the game are varied, they recreate the sequence of real relationships. The game is emotionally charged. Children are enthusiastic and involved in the game. In words and actions there are elements of the children’s own creativity.
Violation of the logic of actions is rejected. During the game, the child follows strict rules that determine his behavior.
Associations are stable and are built on the basis of children’s interest in the same games or on the basis of personal sympathies and attachments.
The game often has a preparatory stage: distribution of roles, selection of game material, and sometimes its production. The number of children involved in the game increases to 5-6 people.
As you can see, each level of development of the game, despite the variety of indicators, has its own semantic center, absorbing the main content of the game and reflecting the interests of the child. At the first and second levels this is an action with an object, at the third it is the fulfillment of a game role, at the fourth it is the transfer of role relationships and interaction with play partners.
Thus, through play, the child develops both mentally and physically. Considering the game, it can be noted that it is an effective means of raising children, an important factor influencing the process of formation of their personal qualities and performing important functions of socialization of a growing person. Play activity acts as an independent type of developmental activity for a child, a principle and method of his life, a method of cognition for children and a method of organizing their life and activities. Play for a child is a necessary component for comprehensive development as individuals. For a teacher, play is one of the main means of raising and teaching a child, a means of creating a suitable psychological environment for the formation of personality.
From the moment a baby is born, play occupies a special place in the process of raising and developing the baby. It is in the process of play that the little person gains knowledge that will help the child socialize and develop communication skills.
Games at an early age are the main source of information about the world around them; they promote the child’s sociability, develop attentiveness, memory, and logical thinking. For every age of a child, there are games that allow you to learn new skills and abilities. After the birth of the baby, the mother already entertains the child: she moves her fingers, moves a rattle in front of the baby’s eyes.
Until recently, it was believed that a game was an activity used for entertainment that had no practical use. This activity was considered pampering, fun. In the theory of modern psychoanalysis, this fun is given a special place in the education of the younger generation, its intellectual and physical development.
Play is a fundamental activity for children, a way of understanding reality, one of the main forms of development of the mental functions of a person’s personality. The child plays because he is interested in the process itself; the child does not pursue any visible goal.
Children imitate adults, try to reproduce and repeat adult life in a conventional, imaginary world. An animal, like a person, learns and develops when it plays. In this, the animal and human worlds are similar.
The baby shows his abilities, learns to interact with other people, take initiative, and find a way out of any difficult situations. The fool is preparing to enter adulthood.
The terms “game” and “game activity” are interrelated. Gaming activities promote optimal assimilation and consolidation of various information obtained during the game. The development of play activities has the most positive impact on the upbringing of children.
The functions inherent in this type of activity help little man reveal your abilities more fully. For adults, assistance is provided to correct the development of fidgeting. Functions are divided into the following types:
The baby will not play if he is bored or uninterested. Only with the child’s voluntary consent to participate in gameplay all functions will work fully. It is then that the baby learns generally accepted human values, moral skills, and is included as a full-fledged person in all social relations.
Types of gaming activities
A person’s entire life is accompanied by three main types of activity: play, learning, and work. As a person grows older, they replace each other. The play activity of preschoolers is the initial stage in the process of forming the child’s personality as an independent subject of activity.
From success gaming activity It depends on how the baby will grow up, how his abilities will develop, and how successfully the baby will join the learning process. Education prepares children for work, the main activity of an adult. Types are divided according to age characteristics guys:
- activities of preschoolers;
- for children of primary school age;
- for teenagers;
- trainings.
According to the form of children's activity and the role of adults:
Manifestation of activity of preschool children
In early childhood, a toy is of great importance to a foolish child. With the help of rattles, cubes, and balls, the baby already receives information about colors and shapes. The baby develops a perception of the world around him. When communicating with babies, parents should not only talk, but also show toys and unfamiliar objects.
Toys can be divided into several types:
- ready-made toys - cars, soft toys, dolls;
- those that require the participation of children. These are various types of construction sets, coloring books, cubes, puzzles;
- materials for children's creative expression. These include sand, plasticine, special dough, and water.
All toys help the baby to express himself more fully and develop creativity in children.
Perception and knowledge of the world by infants occurs through tactile sensation. It is important for the baby to touch everything with his hands and taste it. A foolish child should not be given toys with small parts that the baby can swallow or put in his nose. Don't leave your baby alone unattended.
The so-called director's perception of the world is the very first to be formed. Any item has a special meaning for the baby. For a simpleton, toys are models of the world of adults. Children develop their imagination. The little one plays with a cube, imagining that it is a real car. The girl feeds the dolls, dresses them up, puts them to bed, and imagines herself as a mother.
Toys help children perceive the world around them. Almost simultaneously, figurative role-playing moments arise. The little one depicts what he saw. The baby can imagine himself as an airplane or a dog. Such fun, as a rule, is short-lived, but it is they that will become the basis for more complex plot activities in the future.
By the age of 3, a fidget has a desire to play with peers, in a team. The kids really like active activities, such as “catch-up” and hide-and-seek. The kids are already trying to design something, for example, build a tower. Children start to like it story games with roles.
Playful activities of preschoolers help develop creative and organizational abilities. Fidgets play at school, at the hospital. They pretend to be firefighters or pilots. In gaming activities, a goal already appears that fidgets want to achieve.
Preschoolers are already choosing play activities with rules. The main thing is to comply with special rules. Usually these are team, competitive: sports or printed, Board games. Preschoolers learn to put the interests of the team above personal interests.
Preschool age is the time of transition to learning activities. They are starting to play a big role didactic exercises. Didactic classes allow you to consolidate learning tasks using gaming activities. Teach kids to count and form words from letters. The didactic game allows you to gradually move on to teaching the baby. Prepare your child for school.
For primary school students
For a child aged 6-7 years, a gradual abandonment of toys and a transition to directed learning is already noted. Play activities with clearly defined roles, they come to the forefront in the sphere of interests of the fidget. The student imitates a specific person, tries to recreate the actions and actions of adults. Such activities serve as a means of self-education for the child.
In story-based ones, primary schoolchildren learn about reality, form friendly relationships with peers, and develop personal qualities. Primary school children begin to like games with elements of competition, where they can show their dexterity, speed, and demonstrate their physical capabilities
You can already see how cars and dolls are being replaced by constructive, didactic games, as well as those that are of a sporting nature. At the same time, kids begin to pay more attention to TV, computer, and books. The child's leisure time is changing. Interest preferences emerge. Some people like to read fairy tales, while others splash out their energy in sports clubs.
Classes organized by teachers come first. These classes help expand vocabulary, further develop communication skills, and mobilize mental capacity guys. Schoolchildren develop the skill of self-discipline, and restless people begin to enjoy joint actions.
For teenagers
Teenagers from 11 to 12 years old enter the so-called “difficult” period, the age of growing up. The difficulty of this period lies in the transition from childhood serenity to more strict adult responsibilities. The teenager begins to re-evaluate his place in the team, tries to assert himself and prove his individual importance.
Adults no longer forgive minor pranks; they demand that the student behave like an adult. They are taught to be responsible for their words, actions, and to fulfill their obligations. The teenager no longer wants to play at adults, because he feels like an adult.
A teenage schoolboy dreams of being a significant figure for his peers. Physical capabilities and leadership qualities become the main ones. A variety of sporting events are especially suitable for demonstrating them.
Game activities with a combative, competitive orientation help a teenager show his physical qualities, show willpower, ingenuity, and dexterity. For teenagers, the gameplay is no longer so important; the main thing is winning and achieving results. The teenager sets himself the goal of achieving a certain level of skill in order to earn recognition from his peers.
Teachers and parents should help the student achieve peer recognition. At this age, bullying of physically weaker classmates very often begins. You can enroll your child in sports section or dad can teach the child himself. A teenager's lack of self-confidence can cause severe forms of mental disorder and aggressiveness.
Special trainings are conducted for teenagers to correct behavior, teach communication, and build self-confidence. The goals of the training are to create psychological harmony in the teenager’s personality. Such trainings require a special methodology for conducting them. Each exercise has its own instructions given by the leader.
Psychological exercises are very useful for teenagers. Immediately before the lesson, the teacher must set a specific task for the children: to understand another person, put himself in his place, evaluate behavior and actions. Discussing out loud helps a teenager overcome himself, teaches him to reveal his abilities, and defend his point of view.
Types of games
Games are constantly changing. Children come up with new rules, develop new stories. The study of children's games, consideration of their characteristics, the degree of impact on the child's personality, allowed psychologists to conclude that the development of play activity is a necessary condition for the development of the child's personality.
- Plot - role-playing, creative types inherent mainly in preschool children. Preschool children show themselves in these activities with particular emotionality and demonstrate active independence. The creative component of these types of activities is also of great importance for the development of preschool children.
- Dramatization. Based on literary works. Roles are clearly defined and adhered to story line. Promotes speech development.
- Construction, constructive classes. Designers are used, as well as a variety of natural materials: clay, snow, sand.
Game activities with established rules are divided into the following types:
- didactic, created by teachers to teach children. All didactic exercises solve specific problems: teach reading, writing, identifying geometric figures etc.
- Movable ones help satisfy the need for fidgets to move. Thanks to them, children accumulate motor experience, improve coordination, and develop gross motor skills.
- Folk, traditional games. They are practically not used in schools or playgrounds. Children get acquainted with such activities in museums or children's folk music groups.
Impact of gaming activities
Until recently, too little attention was paid to the entertaining activities of children. Modern pedagogy advises to be more attentive to games. It has been noticed that the development of the psycho-emotional state of a fidget directly depends on the development of his play activity.
In the gameplay, the foolish child acquires the skills necessary for further education at school, as well as the fundamental skills necessary in the working life of an adult. Intelligence, attentiveness, and memory develop in babies from early childhood.
A fidget develops strong-willed and leadership qualities. The baby receives, develops communication skills, learns to achieve a goal, and develops the ability to defend his opinion. Collecting construction sets and various mosaics develops perseverance and the desire to achieve results.
The baby makes his own efforts to complete the task. Be sure to note all successful fidget attempts. Praise will give strength to the little man, add confidence, and give impetus to further creative actions.
The task of parents and teachers is to guide the child, indicate the goal, and suggest ways to achieve the goal. Adults should not suppress children’s initiative and do everything for them. A game for a baby is not an empty pastime.
Engage with your children and encourage their interests. Come up with new games together with your kids, purchase or create educational toys. Set your little one up for victory, help satisfy his curiosity, and direct his fidgety energy toward gaining new knowledge.
Kirill is a regular expert on the PupsFull portal. She writes articles about pregnancy, nutrition and health of mother and child.
The information provided on the site is intended to complement, and not replace, the relationship between a patient and his or her physician.
Game development
Role-playing play is an activity in which children take on the roles (functions) of adults and, in a generalized form, in specially created game conditions, reproduce the activities of adults and the relationships between them.These conditions are characterized by the use of a variety of game objects that replace the actual objects of adult activity. The game is carried out through certain actions and role-playing statements. A special study of the process of formation of play actions at an early age, conducted by the Research Institute of Preschool Education of the Academy of Sciences of the USSR (now RAO) (S. L. Novoselova, E. V. Zvorykina, 1983), indicates the complexity and multi-stage nature of this process.
The first is the introductory stage in the development of the game (infancy). The child’s actions with toys or other objects at this stage are manipulative in nature; object-specific examination operations are typical.
The second stage is visual object-game activity (end of the first - beginning of the second year of life). This period occurs as a result of the transformation of subject-specific operations of action. In this case, actions are carried out through special object-mediated operations (if you push a ball, it will roll, if you shake a rattle, it will rattle, etc.). The objects with which children act begin to act as a means for them to achieve a certain effect.
At the next stage, object-mediated operations turn into plot-display ones. A characteristic feature of this stage is the gradual transition of content from instrumental operations, performed under the conditions of a real action plan, to conditional instrumental operations, performed in an imaginary situation (an imaginary soup is stirred with a spoon, etc.). At the end of early childhood, subject-based plot-display play appears. She is the threshold role-playing game. As a particularly important feature of this stage of development, there is a constant connection between the plot of the game and the impressions the child receives from the environment, the reflection in the plot of the life logic of events that are close and accessible to him.
Role-playing play, which arose at the border between early and childhood, is receiving its further development, reaches its peak already in the preschool years. The development of the game is manifested primarily in changes in its plot and content. The plot of the game is the sphere of reality that children reflect in their games. If for the youngest children games with a daily plot (“daughters and mothers”, etc.) are most typical, then for middle children, along with this, games with a production plot (“ Railway", "construction", "hospital", "pilots", "clinic", "kindergarten"). Older children often have games with socio-political themes (“space”, “war”, etc.).
The content of children's games also changes in the preschool period - that which is reproduced by the child as the central and characteristic moment of adult activity1. The main content of role-playing games in early childhood is the most detailed reproduction of actions with objects (“rubbing carrots,” “cutting bread,” “washing dishes,” etc.), in middle childhood - reproduction of relationships between adults, in older children The main thing is to comply with the rules arising from the role taken on. And quarrels accordingly arise for various reasons: because of toys, because of roles, over whether “it happens or doesn’t happen.”
The plot and content of the game are embodied in roles: their fulfillment is the main point of creative play. No matter how fantastic the world into which a child enters in play may be at first glance, it is still not a world of absolute freedom and arbitrariness. In games, there are no less strict laws and rules than in reality, which the child willingly obeys. Each role has its own rules. But they are all taken from the life around us, borrowed from relationships in the adult world. Numerous proofs of this can be given. Let us recall, for example, the famous experiment of F.I. Fradkina.
Children played “to the hospital”, “vaccinated” with smallpox. At the same time, they acted as it actually happens: they rubbed the skin with “alcohol”, then made an “incision”, introduced a “vaccine... But the experimenter disrupts the usual flow of the game: “Do you want me to give you real alcohol?” Naturally, his proposal is met with enthusiasm. And here the experimenter adds: “You vaccinate for now, and I’ll go get some alcohol; graft first, and then rub with real alcohol.” This condition already puts children in a conflict situation. Of course, doing “smallpox vaccination” with real alcohol is tempting and interesting, but... But that’s how it is in real life it doesn’t happen, it’s so wrong; after all, everything needs to be done in a different sequence - first rub the skin with alcohol, and only then do the vaccination. And no matter how tempting the experimenter’s offer may be, the children refuse it in order for the “smallpox vaccination” to be done “for real,” in full accordance with the real action.
As the game becomes more complex, the composition of its participants increases, and the duration of existence of gaming associations increases significantly. Even before the game begins, older children plan it, distribute roles, select all the necessary toys, and during the game they constantly monitor each other’s actions, criticize, and suggest how a certain character should behave. This is not observed in children.
D. B. Elkonin (1960) identified and characterized four levels of development of gaming activity. The first level of game development. ♦ The central content of the game is actions with certain items, aimed at an accomplice in the game. These are the actions of the “mother” or “teacher” aimed at the “children”. The most significant part of fulfilling these roles is feeding someone. In what order feeding is done and with what exactly is indifferent.
♦ There are actually roles, but they are determined by the nature of the actions, and do not themselves determine the action. As a rule, they are not named. Even if the game has a role-based division of functions and the roles are named, for example, one child plays mom and the other plays dad, or one child plays the teacher and the other plays the cook. kindergarten, children actually do not develop relationships with each other that are typical for real life.
♦ Actions are monotonous and consist of a series of repeated operations (for example, feeding when moving from one dish to another). Play on the action side is limited only to acts of feeding, which do not logically develop into others that follow them, nor are they preceded by other actions, such as washing hands, etc. The logic of actions is easily violated without protests from children. The order of lunch is not significant.
The second level of game development.
♦ The main content of the game is action with an object, but the correspondence of the game action with the real action is already brought to the fore.
♦ The roles are called children. A division of functions is planned. Fulfilling a role comes down to implementing the actions associated with it.
♦ The logic of actions is determined by the sequence of life, that is, their sequence in reality. The number of actions expands and goes beyond any one type of action. Feeding is associated with preparing and serving food. The end of feeding is associated with the actions that follow it according to the logic of life.
The third level of game development.
♦ The main content of the game is the fulfillment of the role and the actions arising from it. Special actions are highlighted that convey the nature of the relationship with other participants in the game associated with the fulfillment of the role, for example, addressing the cook: “Let’s go first,” etc.
♦ Roles are clearly defined and highlighted. Children name their roles before the game starts. Roles define and direct the child's behavior.
♦ The logic and nature of actions are determined by the role taken. Activities become varied: not only feeding itself, but also reading a fairy tale, going to bed, etc.; not only vaccination, but also listening, dressing, taking temperature, etc. A specific role speech appears, addressed to a playmate in accordance with one’s own role and the role performed by the friend. But sometimes ordinary non-game relationships also break through.
♦ Violation of the logic of actions is protested, the protest usually comes down to a reference to the fact that “this does not happen”, a rule of behavior is identified to which children subordinate their actions. Moreover, violation of the rule - the order of actions - is noticed better from the outside than by the person performing the action. A reproach for breaking the rules upsets the child, and he tries to correct the mistake and find an excuse for it.
The fourth level of game development.
♦ The main content of the game is to perform actions related to relationships with other people, whose roles are performed by other children. These actions clearly stand out against the background of all the actions associated with fulfilling the role.
♦ Roles are clearly defined and highlighted. Throughout the game, the child clearly follows one line of behavior. The role functions of children are interconnected. Speech is clearly role-based, determined both by the role of the speaker and the role of the one to whom it is addressed.
♦ Actions unfold in a clear sequence that strictly recreates real logic. They are varied and reflect the variety of actions of the person portrayed by the child. Actions aimed at different characters games.
♦ Violation of the logic of actions and rules is rejected, which is motivated not simply by reference to reality, but also by an indication of the rationality of the rules.
The identified levels of game development are, according to D. B. Elkonin (1960), also stages of its development.
(according to D.B. Elkonin, levels are also certain stages
development of the child himself)
|
Actions with certain objects are aimed at an accomplice in the game (feeding someone). |
In actions with objects, the correspondence of the game action with the real one comes to the fore. |
Performing actions related to relationships with other people predominates. |
||
|
Character of the playing role |
Children actually do not develop relationships with each other that are typical for real life. |
The roles are called. A division of functions is planned. Fulfilling a role comes down to the implementation of actions associated with this role. |
Roles are clearly defined and highlighted, assigned before the game begins. Roles define and guide a child's behavior. Role-playing speech appears. |
Throughout the entire game, the child follows only one line of behavior. The role functions of children are interconnected. Speech is determined by both the role of the speaker and the role of the one to whom it is addressed. |
|
Nature of game actions |
The actions are monotonous and consist of a number of repeating operations. |
The logic of actions is determined by their sequence in reality (feeding is preceded by the preparation and serving of food on the table). |
The logic and nature of actions are determined by the role taken. The activities are very varied (not only feeding, but also reading a fairy tale, putting him to bed). |
Actions unfold in a sequence that strictly recreates real logic. They reflect the richness of the actions of the person portrayed by the child. |
|
Attitude to the rules |
The logic of actions is easily violated without protests from children. There are no rules. |
The rule has not yet been clearly identified, but it can already overcome (in case of conflict) immediate desire. |
Violation of the logic of actions is protested (this does not happen). A rule of behavior is identified that children obey. They see their own mistakes worse than those of others |
Violations of the logic of actions and rules are reasonably rejected. The rule wins the fight against the desire that immediately arises. |
Junior school age
Theoretical introduction
Plan:
Social situation of development in primary school age.
Educational activity as the leading type of activity during the period of primary education.
Features of the development of cognitive processes.
Changes in personal characteristics and the nature of communication in primary school age.
Junior school age covers a period of life from 6-7 to 9-10 years . Social development situation at this age is characterized by the following features. The child is included in a new type of activity - educational activity - and acquires socially significant responsibilities, the fulfillment of which receives public assessment. A new structure of social relations emerges at school. The “child - adult” system is differentiated into the following systems: “child - teacher”, “child - parents”. The “child-teacher” system begins to determine the child’s relationship with his parents and the child’s relationship with children, i.e. if it’s good at school, it means it’s good at home, and it means it’s good with children too. For the first time, the “child-teacher” relationship becomes a “child-society” relationship. In kindergarten, an adult acts as an individual, and in school the principle “everyone is equal before the law” applies. The teacher embodies the requirements of society; at school there is a system of identical standards, identical measures for assessment. The child also finds a new place within family relationships: he is a student, he is a responsible person, he is consulted, he is taken into account. The most important thing that a family can give to a junior schoolchild is to help him master the demands of educational activity placed on him and accept these requirements as inevitable and necessary.
Leading activity becomes educational activities, because all other types of activities, mental processes and personality traits develop within it. Educational activities are not given in a ready-made form; they must be formed. Important indicator of mastery of educational activities is the ability to learn on your own. The child must be taught to study.
Main neoplasms: 1) reflection; 2) internal action plan; 3) high quality new level development of voluntary regulation of behavior and activity. The most important thing in educational activities is reflection on oneself, tracking new achievements and changes that have taken place. “I didn’t have”, “I can”, “I couldn’t”, “I can”, “I was”, “I became” - the key assessments of the result of in-depth reflection of one’s achievements. The child masters mental operations: analysis of educational tasks, control and organization of executive actions, mental planning and problem solving. The new social situation requires the child to have organized volition, responsibility for discipline, as well as for mental development. By claiming recognition, the child exercises his will to achieve educational goals.
Age sensitive to the development of the ability to learn, to the development of stable cognitive needs and interests, to the consolidation of the motive for achieving success, to the development of the prerequisites for theoretical thinking, to the development of motor skills.
Cognitive processes acquire an indirect character, become conscious and voluntary, productive, sustainable. The child learns to control attention, memory, and thinking. Thinking moves to the center of the child’s conscious activity (L.S. Vygotsky). It begins to determine the work of other functions of consciousness and rebuilds cognitive processes. “Memory becomes thinking, and perception becomes thinking” (D.B. Elkonin).
Features of the need-motivational sphere. The child begins to be guided by conscious goals, socially developed norms, and ways of behavior. Basic needs: the need for movement, play activity, new experiences, self-esteem, cognitive needs, the need for recognition, approval of significant adults, the need for strong friendly contacts with peers. The primary school student develops motivation to achieve success. Important conditions for this are: the gullibility of younger schoolchildren, their obedience and openness to the influences of adults, receptivity to rewards and punishments. A new level of children’s self-awareness emerges - the “internal position.” This position represents the child’s conscious attitude towards himself, towards the people around him, events and deeds - an attitude that he can clearly express in deeds and words. There is further development of gender identification, various feelings of responsibility and feelings of empathy for others.
Main development tasks at primary school age:
Penetration into the secrets of the structure of language.
Mastering the meanings and meanings of verbal signs.
Solving mental problems related to the transformation of the objective world.
Development of voluntary aspects of attention, memory and imagination.
Development of imagination as a way to go beyond personal practical experience, as a condition for creativity.
Development objectives : Creating optimal conditions for the disclosure and realization of potential opportunities, taking into account the individual characteristics of each child. Transformation of cognitive processes from direct to indirect, from involuntary to voluntarily regulated. Strengthening the volitional regulation of practical actions and their conscious control. Formulation of adequate self-esteem and a sufficiently high level of aspirations. The child’s recognition of his abilities and capabilities, awareness of the dependence of success on the efforts made. Mastering the rules and norms of communication. By the end of primary school age, a child should want to learn, be able to learn and believe in his abilities.
Levels of development of gaming activity
D. B. Elkonin identified and characterized four levels of development of gaming activity.
First level of game development.
The central content of the game is actions with certain objects aimed at the participant in the game. These are the actions of the “mother” or “teacher” aimed at the “children”. The most significant part of fulfilling these roles is feeding someone. In what order feeding is done and with what exactly is indifferent.
In fact, there are roles, but they are determined by the nature of the actions, and do not themselves determine the action. As a rule, they are not named even if there is a role-based division of functions in the game and the roles are named, for example, one child plays mom and the other plays dad, or one child plays a teacher and the other is a kindergarten cook; the children do not actually become friends with each other. friend into a typical real-life relationship.
The actions are monotonous and consist of a series of repeated operations (for example, feeding when moving from one dish to another). Play on the action side is limited only by acts of feeding, which do not logically develop into other actions that follow them, nor are they preceded by other actions, for example washing hands, etc.
The logic of actions is easily violated without protests from children. The order of lunch is not significant.
Second level of game development.
The main content of the game is action with an object, but the correspondence of the game action with the real action is already brought to the fore.
The roles are called children. A division of functions is planned. Fulfilling a role comes down to implementing the actions associated with it.
The logic of actions is determined by the sequence of life, that is, their sequence in reality. The number of actions expands and goes beyond any one type of action. Feeding is associated with preparing and serving food. The end of feeding is associated with the actions that follow it according to the logic of life.
Third level of game development.
The main content of the game is the fulfillment of the role and the actions resulting from it. Special actions are identified that convey the nature of the relationship with other participants in the game associated with the fulfillment of the role, for example, addressing the cook: “let’s go first,” etc.
Roles are clearly defined and highlighted. Children name their roles before the game starts. Roles define and guide a child's behavior.
The logic and nature of actions are determined by the role taken. Activities become varied: not only feeding itself, but also reading a fairy tale, going to bed, etc.; not only vaccination, but also listening, dressing, measuring temperature, etc. A specific role-playing speech appears, addressed to a playmate in accordance with one’s role and the role performed by the friend. But sometimes ordinary non-game relationships also break through.
Violations of the logic of actions are protested, the protest usually comes down to a reference to the fact that “this does not happen,” and a rule of behavior is identified to which children subordinate their actions. Moreover, a violation of the rule of order of actions is noticed better from the outside than by the person performing the action. A reproach for breaking the rules upsets the child, and he tries to correct the mistake and find an excuse for it.
Fourth level of game development.
The main content of the game is to perform actions related to relationships with other people, whose roles are performed by other children. These actions clearly stand out against the background of all the actions associated with fulfilling the role.
Roles are clearly defined and highlighted. Throughout the game, the child clearly follows one line of behavior. The role functions of children are interconnected. Speech is clearly role-based, determined both by the role of the speaker and the role of the one to whom it is addressed.
Actions unfold in a clear sequence that strictly recreates real logic. They are varied and reflect the variety of actions of the person portrayed by the child. Actions directed towards different characters in the game are clearly highlighted.
Violation of the logic of actions and rules is rejected, which is motivated not simply by reference to reality, but also by an indication of the rationality of the rules. The identified levels of game development are, according to D. B. Elkonin, also the stages of its development.
