DEVELOPMENT OF THE PROCESSUAL GAME, Specificity of...

DEVELOPMENT OF THE PROCEDURAL GAME

Becoming a procedural game is one of the main lines of development for young children. A special place in their life is played by games with story toys in which the child tries to reproduce the actions of adults that he observes in everyday life. From an early age for the child everything that adults do is attractive, there is a desire to live a common life with them. The tendency to imitate an adult underlies the emergence at a young age of a special kind of child activity - subject, or procedural game, in during which the child in a conditional plan, "for fun", can act as an adult. The peculiarity of such games is that they reproduce the procedural aspect of adult activity many times, and the result is imaginary. Most often the child imitates situations in which he is the object of adult influences (mom, dad, doctor, hairdresser), transfers real household activities to toy characters (dolls, cubs, dogs, etc.).

The development of the gameplay was studied in the works of a number of United States psychologists - F.I. Fradkina, E.V. Zvorygina, N.N. Palagina, L.N. Galiguzova, etc. As a result, the features of the formation of the procedural game and its role in the mental development of an early child were revealed.

The specifics of the game action

The first child's play actions are a kind of action of adults and those instrumental actions that he already knows how to do himself. However, there is a significant difference between the game and utilitarian use of items. The difference between the game action and the utilitarian was formulated by D.B. Elkonin in the book "Psychology of the Game." He wrote that the objective action is dual in nature. On the one hand, each objective action contains a general scheme in which the social purpose of the object is fixed; on the other hand, it has an operational and technical content, without mastering which it is impossible to perform practical utilitarian actions. From this duality there are two lines of development of objective actions: one is connected with the mastery of the operational side of utilitarian activity and is realized in the actual instrumental activities, the other, in dealing with the meanings of things in their isolation from the practical use and the practical result, is the beginning of the formation of the procedural game.

This situation can be easily illustrated by the example of the use of a child's spoon. When he begins to master this skill, he should work hard to adapt his hand to the spoon so that its contents fall into the mouth. This action focuses all the attention of the baby and the goal is the result. But here's another situation. The kid is sitting at the same table, but now he has a doll and toy utensils in front of him. He takes a spoon, pretends to scoop food out of the plate and brings it to the puppet's mouth with a quick movement. The child understands that he is in a game situation, the main meaning of which can be defined by the word as if . Therefore, he does not need to monitor the correctness of the action. Here, the action plan is important, which is built into the special content of the activity. It consists in the fact that the child depicts the action of an adult. In this conditional situation, instead of a spoon, you can use any suitable object - a stick, a pencil, etc.

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