Five good educational games. Computer games, their characteristics

For the interdisciplinary study of modern computer games, their insufficiently studied and evaluated innovative educational resource, definition of productive applied possibilities of using modern computer games in the educational process. Now it is one of the current trends in the Western world, since the use of new information technologies can significantly intensify the educational process.

The most famous manifestation of this process in the applied context is the use of flight simulators to acquire basic pilot skills and car simulators for learning to drive a car. In addition, car simulators and flight simulators are used today for training in high-tech high-budget areas - in Formula 1 sports competitions and in preparation for space flights. An example is a racing simulator rFactor, whose realism was highly appreciated by the Formula 1 world champions, and the seven-time Formula 1 world champion Michael Schumacher "uses it as a simulator in his go-kart center in his hometown of Kerpen"(1) ... Russian Formula 1 pilot Vitaly Petrov, atI knew that I was “studying unfamiliar tracks on this particular simulator” (2 ) , and a series of flight simulatorsMicrosoft Flight Simulatorused in flying schools.

However, in this regard, the question arises: given the connection of modern computer games with adjacent social and cultural spheres and the resulting genre variety of electronic games, what other genres actualize the innovative and educational resource of computer games?

The previous Most of all, this includes the genre of the so-called. "Strategies" - turn-based and RTS ("real-time strategies"), first of all, complex economic strategies, for example Capitalizm (whichcovers almost all aspects of business: marketing, manufacturing, import purchasing and retail), the simpler Industry Giant or the legendary Sim City series (which can alsoattributed to a more complex and multifaceted subspecies of simulators - a city simulator). The Sim City game is of particular interest because it is already used in the classroom on urban studies, since it gives not only a general idea of the structure of the city (budget, taxes, energy system, sewage system, health, safety, ecology, etc.), but also teaches us to make important decisions regarding all residents of the city.
These decisions must take many factors into account, for example: whether taxes should be raised (and triggered by taxpayer strikes) in order to build a new hospital or water treatment plant; or is it better to build a toxic waste processing plant that will bring income to the budget, but cause long-term environmental problems, etc. Reliable virtual city simulation (for example, inSim City 4) allowssafely plan, implement possible scenarios for the development of the city and also safely see the results of possible mistakes of city management (in order to avoid them already in reality).

In the educational context, all sorts of so-called "Tycoon" s "(translated from English," tycoons "of a particular sphere - dozens, if not hundreds of them have been created), not only realistically recreating almost all aspects of human life, but teaching in detail about the features and management of the corresponding social spheres, for example: current social spheres - School Tycoon (building and managing school and education), Transport Tycoon (management of a transport company), Railroad series Tycoon (training in the construction and management of railways, including in a historical and cultural context), Hospital Tycoon (realistic hospital management), RollerCoaster Tycoon series (amusement park management), Zoo Tycoon (construction and multidimensional zoo management), Airport Tycoon (management airport), Mail Tycoon (mail management), and quite specific areas - Luxury Liner Tycoon (design and management of a luxurious passenger ocean liner), Mafia Tycoon (criminal management), Animal Paradise Tycoon (building a paradise for animals) or Ultimate Skate Park Tycoon (building and managing skateboard), etc.

Among the step-by-step image strategiesa specific resource is updated, for example, a series Civilization (similar to Sim City giving the opportunity to control not just a single city, but an entire country, nation; the game gives not only an idea of the main stages in the development of world history, but also the ability to calculate possible scenarios for the development of mankind), Alpha Centauri, HOMM series (Heroes of Might and Magic, training, including the basics of anti-crisis management, the ability to manage in conditions of limited resources and a hostile environment) as well as the Panzer General series (in a playful way, giving detailed information about the features of weapons and military operations of the countries participating in the Second World War).

Powerful innovative educationalthe resource is also discovered by historical (as a rule, strategic, for example, a series Total war ) games with their meticulous, careful attention to the historical heritage (which is expressed, for example, in creating the most reliable virtual copies of all branches of the military, modeling a historical map with all states actually existing at that time, etc.). It is interesting that such games not only provide an opportunity for training (for example, control of the corresponding type of troops), but also a full-fledged historical education in the relevant field. In the West, such game products are actively used in classes on world history (in an interactive game form, "boring" history becomes especially attractive), and are also analyzed in classes on aesthetics as actual phenomena of contemporary media art. At the same time, having mastered the initial management skills, the player can realize his own characteristic for all computer games. interactive alternative temporality, as in the case of the same Total War series ( both in the original editions and official and unofficial modifications (mods) is expressed in the ability, for example, to replay the entire history of the Middle Ages, to stop the invasion of the Mongols, or to conquer Western Europe with the Kiev principality. In turn, such historical games with their meticulous, careful attention to the historical heritage (which is expressed, for example, in the creation of the most reliable virtual copies of all medieval military branches, modeling a historical map with all the states that actually existed at that time, such as the Gurid sultanate, the Roman Empire or the powers of the Khorezmshahs, etc.) simultaneously reveal a powerful innovative educational resource.

Among the popular MMORPG genre (massivemultiplayer online new role-playing games) educational resource is updated not only by "historical" products (as suddenly gaining global popularity World of tanks with a detailed representation of all tAnkov of the Second World War)but also fantasticgame worlds like World of WarCraft, not only giving an idea of the archetypes of fantasy literature, but also developing the skills of communication, trade, management in a virtual social environment.

The widest range of educational applications of computer games covers even such a sphere, which at first glance is far from virtual entertainment, as medicine. A recent study published in the Archives of Surgery suggests that gaming has a positive impact on the professional skills of surgeons. The experiment involved 33 practicing surgeons. For some time, some doctors have devoted at least three hours a week to electronic games. As a result, "nine doctors who played computer games made 37 percent fewer mistakes during subsequent testing, performed 27 percent faster, and demonstrated 47 percent better professional skills than 15 surgeons who never played computer games." (3). The hobby for video games was especially useful for doctors performing operations on the abdominal cavity of a patient through a puncture of the abdominal wall using an optical device (laparoscope), since such procedures require high precision and accuracy. It is these qualities that often develop when playing computer games. One of the authors of the experiment - professor of psychology at the University of Iowa Douglas Gentil notes that the results of the study came as a big surprise to him, and Dr. James Rosser, who works at New York Medical Center Beth Israel, whose staff took part in the study, believes that computer games should be included in the training of surgeons. It should be noted that a variety of surgical simulators already exist in the world.

In an applied context, computer games can be used in the educational process, for example, as special game training programs used both during lectures and during tests and exam tests. Another productive option is the use of game training programs by students during vocational guidance practice.

At the institutional level in the Russian Federation, computer games are now included even in school curriculaat. Recently The Ministry of Education ordered the development and creation of educational online games for teaching schoolchildren and students the basics of safety life activity (OBZH). “The competition was announced within the framework of the federal target program“ Risk reduction and mitigation of the consequences of natural and man-made emergencies (ES) in the Russian Federation until 2015 ”. The cost of creating a sample was estimated by the Ministry of Education and Science at 44 million rubles. With the help of three-dimensional virtual games, schoolchildren and students of higher educational institutions will practice their skills in emergency situations. The project involves the creation of an experienced online resource with tests in 2-3 schools.The terms of reference states that the work must be performed at a high scientific, technical and research level: the choice of solutions must be substantiated in detail, for each age (from 12 to 18 years old) it is required to create its own program ”(4). Another institutional example isThe Republican Multimedia Center of the Ministry of Education and Science is engaged in the development of electronic educational resources - multimedia applications for lessons, virtual laboratory work and interactive homework. Using electronic educational resources. “The teacher can now work not like a tape recorder, but move from broadcasting to discussion. Discuss, explore - with students. Information technology should help the teacher teach an effective lesson. The teacher's work becomes more difficult, but also as creative as possible ”(5). At the same time, many electronic educational resources in the form of an online game not only provide information and practical tasks, but also involve the assessment and certification of the student (even in such specific subjects as cooking soup).

Another no less interesting example in favor of the innovative and educational capabilities of modern computer games is their use in business schools as new ways of training managers and IT specialists. IBM company introduced a three-dimensional business game designed to manage business processes. A character controlled with a joystick can freely move around the building and communicate with colleagues in the style of the Second Life game. The player “receives tasks from the head of the company, at first they are fairly simple, sufficient to understand a single business process. Gradually, the complexity increases and the gamer must work on optimizing the work himself and report on the implementation to the authorities. At the end of the game, the student can look at the accumulated number of points ”(6). And in the online version of the game, users can not only compare the success of tasks, but also interact with each otherin order to intensify the business process.

In general, modern computer games reveal a wide range of research opportunities that may be relevant not only in the light of their innovative and educational capabilities, but also in the context of promising interdisciplinary social and humanitarian research.

(Text quoted by: A.A. Sukhov Innovative and educational resource of modern computer games // Materials of the tenth international scientific and methodological conference "New educational technologies in the university" (NOTV-2013) (06-08 February 2013). Collection of abstracts of the conference participants. - Yekaterinburg, 2013. [Electronic resource]. - access mode:

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Ministry of Education and Science of the Russian Federation

State educational institution of higher professional education

“Tobolsk State Social and Pedagogical Academy named after DI. Mendeleev "

The use of educational computer games in the educational process of a comprehensive school

Introduction

1.2 Influence of educational computer games on the learning process

1.3 Classification of educational computer games

Chapter 2. Using educational computer games in the educational process

2.2 Educational computer games and digital educational resources

2.3 Approbation of the implementation of a computer educational game in the educational process when studying the topic "Algorithms" in basic school

Conclusion

Bibliography

Applications

Introduction

Relevance of the topic. Modern society has stepped into the 21st century, armed with computer technology and the Internet. Already on 28.08.2001, the Resolution of the Government of the Russian Federation No. 630 "On the Federal Target Program for the Development of a Unified Educational Information Environment" (2001 - 2005) was issued, and five years later, the Order of the Ministry of Education and Science of the Russian Federation of 28.07.2005 was issued. No. 750 "On the implementation in 2005 of the project" Supply of computer equipment to city and village schools of the Russian Federation ". From that time on, the global computerization of education began in Russia.

The modern world is experiencing a real information boom. Since the 17th century, the stream of scientific and other discoveries has doubled every 10-15 years. By 1970, it began doubling every 5 years, and now it is doubling every 2 to 3 years. And this whole stream will not escape our students. The volume of educational material in school programs is increasing every year. For this reason, at present, there is a contradiction between the actual nature of the educational material, its huge volume and the unwillingness, inability of students to assimilate this material. And life imposes on school requirements, requires new methods and teaching aids. Academic subjects should solve modern educational problems: preserving children's health, developing their abilities, which should ensure adaptation in constantly changing conditions, success in life. School at the present stage does not set a goal to give children a certain amount of knowledge. The goal of the school is much more important: to teach how to independently obtain the necessary knowledge, to develop their intellectual, communicative, creative abilities by means of teaching, and to form a scientific worldview.

The remarkable Soviet educator and innovator V.F. Shatalov noted that "for successful learning in the classroom, you need to create an atmosphere in which it is impossible not to learn." This is the atmosphere that an educational computer game brings to the educational process, even if it lasts 2-3 minutes.

The creation of educational computer games (hereinafter OCI) is one of the important directions in the computerization of education. The combination of emotional attractiveness, which is inherent in the game, and audiovisual, computational, informational and other capabilities of computing technology carries a great didactic potential that can and should be realized in school practice.

In terms of their didactic orientation, the most widespread and effective games were those designed to control and assess the knowledge and skills of students. In addition to them, there are a number of games used in the study of new material, as well as consolidation of the passed. Certain successes have been achieved in teaching preschoolers and primary schoolchildren: there are, for example, a number of educational programs that allow children of this age to familiarize themselves with the concept of a computer, a computer program, mastering the keyboard, etc. A lot of computer games have also been created, which are successfully used to develop reading, writing and counting skills.

Based on the foregoing, it can be argued that the introduction of educational games into the educational process is one of the most important tasks and requires serious psychological, pedagogical and methodological study.

Research problem. The research problem is the insufficient use of educational computer games in the educational process.

Object of research: the process of teaching schoolchildren using educational games.

Subject of research: the use of educational computer games for better assimilation and consolidation of knowledge in the informatics lesson in elementary school.

Research hypothesis: It is assumed that the use of educational computer games in computer science lessons improves the quality of education.

Purpose of the research: on the basis of the analysis of the developed and conducted lessons, to reveal the effectiveness of the use of computer educational games in the educational process.

Research objectives:

1. Expand the concept of gaming technologies in teaching.

2. Study and analyze the literature on the topic under study.

3. Consider educational computer games and determine their place in the lesson.

4. Classify the varieties of educational computer games.

5. Determine the aspects of the use of computer games in the classroom.

6. Design, deliver and analyze lessons using the traditional teaching method and using computer-assisted learning games.

The theoretical and methodological basis of the study is the work of the following authors: A.N. Winter, V.V. Shulepova, T.A. Ilyina, E.M. Minkin, G.K. Selevko, et al. The theory and practice of using computer learning games in computer science lessons at school are covered by the authors: S.А. Beshenkov, A.A. Kuznetsov, M.P. Lapchik, V.S. Lednev, N.I. Pak, A.L. Semenov, E.K. Henner et al.

When solving the set tasks, the following research methods were used: study, analysis of literature on a given topic; comparison of educational and developmental computer games; classification, experiment on the development and testing of a lesson using OCI.

The theoretical significance of the study:

The application of gaming technologies in the educational process, their role and impact on the quality of teaching children are considered.

The practical significance of the study lies in the fact that recommendations have been developed for the use of computer learning games that can be applied in teaching a computer science course in a basic school.

The following is submitted for defense:

2. Development and testing of lessons on this topic.

The structure of the work: The thesis consists of an introduction, two chapters, conclusion, bibliography and appendices. The text contains 6 figures, 2 tables, 4 appendices, the bibliography includes 22 titles.

Chapter 1. The role of educational gaming technologies in school

1.1 Educational computer games, their role and place in the educational process

Currently, many different games of a supposedly educational nature are appearing on the market more and more. But are all of them useful and valid for school use? To begin with, let's clarify what a "training game" is.

An educational game is a complex systemic formation that allows for various ways of presentation. It can act as an activity, as a process "interwoven" with another activity, and as a special form of educational activity. Each of these views has its own scope.

It is known that play, as a method of teaching, has existed since ancient times, and was used widely enough to transfer experience from the older generation to the younger. Currently, with a sufficiently large compaction of the material, an active and intensive educational process, play activity can be used in the following cases:

As independent technologies for mastering a concept, topic or section of a subject;

As elements of broader technology;

As a lesson (lesson) or part of it (introduction, explanation, consolidation, control);

Depending on how the teacher understands the functions of play and classifies them, the elements of play and learning are combined, and the place and role of play technology in the educational process also depends.

According to the type of activity, games can be divided into physical (motor), intellectual (mental), labor, social and psychological. By the nature of the pedagogical process, the following groups of games are distinguished:

a) teaching, training, controlling and generalizing;

b) cognitive, educational, developing;

c) reproductive, productive, creative;

d) communicative, diagnostic, professionally oriented, psychotechnical, etc.

The following components of the teaching can be distinguished in the game:

motivational, cognitive, orientational, content-operational; value-strong-willed, evaluative.

Motivational - associated with the attitude of students to the content, process of activity, includes the motives, interests and needs of students in the game.

Cognitive - includes the acquisition of new knowledge.

Orientational - includes the goals of educational and cognitive activities adopted by students in the process of playing.

Value-volitional - provides a high degree of purposeful cognitive activity, includes attention, emotional coloring of the game.

Evaluative-compares the results of game activity with the goal of the game. In the process, it is self-governing.

All these components of the game are interconnected with each other, they cannot be separated from one another, since they all determine the structure of the game, the elements of which can be:

Game rules;

Game situation;

Game actions and results;

The typology of pedagogical games by the nature of the game methodology is quite extensive - subject, plot, role-playing, business, imitation and dramatization games.

The gaming environment also significantly affects the specifics of gaming technology: they distinguish between games with and without objects, board, indoor, outdoor, on the ground, computer and TCO, as well as with various vehicles.

Range of target orientations:

Didactic: broadening one's horizons, cognitive activity; application of ZUN in practice; the formation of certain skills and abilities necessary in practical activities; development of general educational skills and abilities; development of labor skills.

Educating: education of independence, will; the formation of moral, aesthetic and ideological attitudes; education of cooperation, collectivism, sociability, communication.

Developing: development of attention, memory, speech, thinking, imagination, fantasies, creativity, empathy, reflection, the ability to compare, contrast, find analogies, optimal solutions; development of motivation for learning activities.

Socializing: familiarizing with the norms and values of society; adaptation to environmental conditions; stress control, self-regulation; communication training; psychotherapy.

Now let's define what constitutes a computer game.

A computer game is a type of gaming activity, possibly with the use of multimedia technologies, as well as virtual or, in other words, alternative reality technology.

An educational computer game is a form of educational activity that imitates certain practical situations, which is one of the means of enhancing the educational process and contributes to mental development. OKI in all respects corresponds to the definition of didactic play, which in its essence it is, only organized at a higher level

OCI is characterized by a twofold nature: on the one hand, the player performs real activities, the implementation of which requires actions related to the solution of very specific, often non-standard tasks, on the other hand, a number of aspects of this activity are conditional in nature, allowing one to abstract from the real situation with its responsibility and numerous accompanying circumstances. Through visualization and simultaneous action on various senses, "getting used to the image" and other methods, it facilitates the assimilation of material, activates cognitive activity.

It is well known that uncontrolled computer gaming activity leads to gaming, computer and Internet addiction. There are no effective treatments for this kind of addiction in the present era. According to experts, these types of addiction are treated much more difficult than tobacco, alcohol and even drug addiction.

In the case of the competent use of sports and educational computer games under the guidance of a teacher, dependence does not occur. There are many reasons for this, let's highlight the main ones.

Firstly, in the educational process, games are used in a strictly regulated manner, taking into account age and individual characteristics.

Secondly, the area and role of the game in the lesson is strictly verified.

Thirdly, if computer game activity is combined with practical, real activity (duplicated, for example, by the process of additional awareness of game activity - analysis of game situations, etc.), then computer game activity does not lead to dependence.

It follows that if a child is actively involved in sports, for example, football or chess, then the involvement of a computer game under the supervision of a teacher or parents as a means of professional development does not lead to undesirable consequences.

A child who learns the joy of OCI under the guidance of a teacher will choose the right computer games at home and reasonably spend time on them.

It should be noted that such wonderful teachers as V.F. Shatalov, V.A. Sukhomlinsky, A.S. Makarenko, teacher - psychologist V.V. Davydov, and the French scientist physicist Louis de Broglie notes that even the simplest games have many elements in common with the work of a scientist.

The computer provides endless opportunities to organize learning in a playful way. So, for example, when studying a rather complex section of computer science - programming, you can give a minimum amount of knowledge on the programming language being studied, provide reference materials and samples, put before the students the problem of creating the simplest computer game or vital program. Another approach to studying the Programming section is to present the learning process itself in a playful way. For example:

Basic knowledge should be updated with the help of automated computer programs that mark and analyze errors;

Use puzzles when compiling listings;

Create mosaics while studying reference material;

Apply training and test tasks programmed in a playful way;

Instruct the compilation of questions to test the knowledge of another student with the subsequent exchange of questions;

Make an assignment with writing plans for documentaries, cartoons, presentations about programming in the target language;

Create an assignment with the preparation of presentations about programming in the target language, etc.

When drawing up creative assignments, it is necessary to take into account the inclinations and capabilities of specific students. It is far from always possible to quickly reveal creative inclinations. In such cases, a smooth, gradual transition from reproductive tasks to tasks with elements of creativity is necessary, and only then to full-fledged creative tasks.

An analysis of educational game programs shows that students are more interested in the case when the training program acts not so much in the role of a strictly teacher evaluating every step of his student, but in the role of a benevolent and non-intrusive helper. Help is considered in the form:

Hierarchies of subgoals for the successful completion of a game task;

Answers to the student's questions in an interactive form when such a need arises;

Traditional help system about the program with the ability to search for information by key terms, by sections, by the most frequently asked questions, etc .;

Emotional evaluation of the performed actions in the background.

The number of emotional assessments should be sufficient to provide the illusion of a real, “thinking” teacher, coupled with an arbitrary automatic choice in a certain category according to the game situation. Uniform, standard statements, composed without taking into account age characteristics and the game situation, cause despondency, irritation and the effect of an obsessive helper.

The duration of educational computer games should not exceed in time the duration of the period of effective work of the child in the lesson. For children of primary school age, the duration of the game should not be more than 3-5 minutes, for middle school students 10-15 minutes, and for high school students 20-25 minutes.

A significant role is played by the plot, characters and their role, visibility, effectiveness and dynamics of the educational game, which should help preserve health, condition the manifestation of abilities and stimulate the desire to perform educational tasks. The influence of positive emotions on the desire to perform exercises effectively and efficiently plays an important role. When assessing the impact of a computer program on a student, three types of criteria can be used:

Physiological (health);

Active;

Emotional (comfort, convenience, acceptability).

The criticism of psychologists and doctors is caused by games with an imposed course of the game and games in real time, which set aside the time specified by the authors for the performance of the student's actions. In this case, individual characteristics are not taken into account, which leads to unsatisfactory results, nervous breakdowns and refusal to complete tasks.

It is recommended to alternate the game form of training with other forms. At the end of the year, you can hold a student conference at which students will discuss the best projects, exchange experiences, both between students and between students and teachers.

Thus, students' self-esteem will increase, there will be additional incentives to study computer science not formally, but with an applied bias. In such cases, the game, combined with research work, becomes prof. orientation work is an element of health-saving technology, and the learning process is meaningful and presentational.

Of great importance for the organization of scientific research in gaming activities is the creation and implementation of mechanisms for public examination of the proposed solutions. Among them, in addition to the student conferences already mentioned above, we can recommend:

Discussion of the current and final results of work on classroom hours, pedagogical and methodological councils, school website, school television, in periodicals;

Organization of interschool scientific and practical conferences with the involvement of students who took an active part in the development of educational games;

Involvement of scientists-educators in the organization and conduct of research, followed by summing up;

Personal exchange of experience with innovative teachers and educational scientists;

Organization of teleconferences, live broadcast on educational television, radio broadcast;

Conducting open lessons with the participation of student work, etc.

In practical informatics classes, students spend most of their time in front of a computer that has an adverse effect on children's health. Therefore, a computer science teacher needs to plan a lesson in such a way as to divide the study load into, of course, necessary exercises performed directly on the computer and tasks that can be performed without his participation.

It should be noted that an educational-methodical complex for the course of computer science and ICT has already been created, its author L.L. Bosova. A methodological manual "Informatics lessons in grades 5-7" has been published, it not only provides various planning options, detailed lesson developments, didactic materials, as well as answers, instructions for assignments in workbooks and textbooks. Its authors L.L. Bosov and A. Yu. Bosova.

The use of educational games that are correctly designed and adapted for the given age groups brings a positive emotional coloring to the lesson. A strictly verified area of application of educational computer games increases its effectiveness due to the intensification of the educational process.

Thus, from the conditions listed above, it can be judged that gaming technologies are multifaceted, have their own specifics and influence on the teacher's pedagogical activity. All this will also be typical for computer educational games, as a special case of gaming technologies. Therefore, in further research, when considering the problem, one cannot but rely on the points highlighted in this paragraph.

1.2 Influence of educational computer games on the learning process of schoolchildren

Modern trends make their own adjustments to the living conditions of society, affect the change in its specifics. Information technologies are being introduced into many structures of human activity, and also have a huge impact on such a field as education. The computer has firmly taken its place in the educational process. It is used for various purposes, influencing the methodology of conducting various disciplines.

Previously, we looked at the fact that gaming technology has a huge impact on children's learning. Taking into account the specifics of the modern impact of information technologies on the education system, the structure of gaming technologies is changing. At the same time, various aspects of the influence of game computer programs on the development of students, their mental and psychological health, thinking, and memory are considered. In the selected aspects, the opinions of scientists and teachers were divided: computer educational games in the educational process - what is it: benefit or harm? Some believe that their use is harmful, have negative aspects, while others suggest using them more often in educational activities, sometimes greatly overestimating their capabilities. But even the best computer educational game should be used in the learning process at the right time, in the right place (i.e. at the right stage of the lesson) and in the required quantity, observing medical requirements.

A game is understood as a type of activity that is characterized by the interaction of players whose actions are limited by the rules and aimed at achieving a goal.

A feature of computer games is that a computer acts as one of the players here.

In an educational computer game, you can acquire and consolidate knowledge, skills and abilities through activities according to given rules. It is necessary to distinguish two components in them: educational and play. In the lesson, one of the components may prevail, i.e. can be play while learning and learning while playing.

If the teaching component predominates, then the game provides ample opportunities related to the perception of knowledge, their consolidation, and application. In the case of the predominance of the game component, the game can be used as a means for visibility and increasing motivation for learning.

All educational games can be divided into three types:

1. Trainees: reinforcing and controlling, practicing the skills of the child.

2. Educational games are games that can help the student acquire new knowledge, skills and abilities.

3. Educational games - games that help to identify and develop various abilities and skills of students.

4. Combined games - games in which all the types described above are intertwined.

Before using the game during the lesson, it is necessary to determine what type it belongs to, because this can determine where it will be in the lesson, where it will be more appropriate and more effective.

In the traditional lesson of learning new material, there are four main stages:

1. Actualization of knowledge.

2. Acquaintance with new material.

3. Consolidation of educational material.

4. Control and accounting of knowledge.

Knowing the structure and levels of a computer game, you can fully realize its capabilities in the lesson.

Any computer game used by the teacher in the lesson must, first of all, be analyzed according to the following questions:

1. At what stage of the lesson is this game used?

3. Which of the classical teaching methods can play support?

4. Does the material contained in the game satisfy the requirements of the content and adequacy of the material, the previously acquired knowledge, skills and abilities?

5. Does the game provide feedback from the learner to the computer and the ability to adapt the knowledge gained?

6. Are the psychophysiological characteristics of the student taken into account?

7. Do the methods of control in the game correspond to the individualization of learning?

Such an analysis will allow the teacher to effectively and reasonably use computer educational games in the lesson, and not only as a computer science teacher, but also as a teacher of any other subject.

However, one should not forget about the psychological and pedagogical problems of computer training, including computer games for educational purposes. There are three groups of psychological and pedagogical problems of computer learning.

The first group includes problems of a theoretical and methodological nature, the second - related to the development of teaching technologies, and the third - with the design of training programs.

The formulation and solution of the problems of each of the selected groups in relation to computer games have their own characteristics.

So, in addition to revising and clarifying many traditional concepts of educational psychology and didactics of solving problems attributed to the first group, it is also supposed to clarify ideas about the nature of play and its psychological and pedagogical features.

The main requirement that should be taken into account when using the game in the educational process is that the achievement of game goals (win, prize, record, etc.) presupposes the achievement of certain educational goals.

The second group of psychological and pedagogical problems is associated with the development of computer learning technology, that is, a system of means and methods of their application, which would make it possible to effectively use conceptual provisions in solving specific pedagogical problems. Two problems are of particular fundamental importance here. This is the management of educational activities and the clarification of the place and functions of the game in the educational process.

Management of learning activities should be indirect and delayed. The emphasis is on general comments, wishes, metaphorical statements, etc. The measure of assistance provided to the student should be less than when solving non-play learning problems. However, after the completion of an integral fragment, direct indications of the mistakes made, the optimal way of action, the implemented strategy are possible.

There are two things worth paying attention to:

1. Identification of the set of educational goals for the achievement of which the use of a computer game is most effective. The advantage of a computer game is usually associated with an increase in motivation, stimulation of initiative and creative thinking, involvement in educational activities of almost all students, their acquisition of cooperation experience and systemic representations, "structuring knowledge" that can be applied in various fields, combining them into a complex and balanced picture. the world.

2. This is the establishment of an optimal balance between play and non-play forms of computer learning. With frequent use of the game, it is "saturated", it becomes more and more difficult to maintain motivation.

Optimization of the ratio of gaming and non-gaming forms of computer training is associated with the use of a computer gaming environment. It does not restrict actions to a strict set of rules; it gives the child a large “field of independence” and the opportunity to choose between play and non-play.

Designing educational programs is a complex multi-level process that has a systemic structure, which acts as a link between the theory and practice of computer learning. The product obtained "at the output" of this process - a program written in a programming language or in machine code, implements certain ideas about the theoretical model and learning technology and, consequently, contains in a filmed form all the previous stages of the development of educational computer programs.

The existing approaches to the analysis and development of gaming computer games take, as a rule, the game characteristics or features of the educational material on which the educational game is built and the effective assimilation of which it should contribute, as a starting point. At the same time, the specificity of educational play as a special form of educational activity is not sufficiently taken into account. Moreover, it cannot be taken into account fully enough, since this requires reliance on a developed psychological and pedagogical theory of teaching an educational game. Design is a creative process that requires special training. This concerns not only the acquisition of special knowledge and skills, but the organization of collective activities with other developers of computer game programs. It is advisable to organize special training for design, designed for various professional groups of programmers, teachers, psychologists, teachers, as well as pupils and students, which can be built in the form of creative training.

The study of the complex of problems associated with the development and use of games with the help of a computer for educational purposes is one of the most important areas of research in computer learning. Therefore, an important prerequisite for the effective use of the game for educational purposes is to ensure - while maintaining the emotional attractiveness of the activity - the transition from indirect products of activity to direct ones, that is, students perceived as the goal of their activities. The computer provides more options for meeting these requirements. With the help of a computer, it is possible to successfully implement educational games, the subject of which is the actions of students themselves, the way of their reasoning, the process of forming strategies for solving a particular class of problems, and here there is the possibility of an operational comparative assessment of various strategies, the implementation of the principle of free decision-making.

Thus, we can say that computer games do not yet have an unambiguous answer to the question of their place in the teaching of children; there are many open questions that have been little studied today and require careful study. However, as with any other type of activity in the lesson - when organizing games, it is necessary to determine the type of game, the purpose and place in the lesson.

1.3 Classification educational computer games

To choose the right game, you need to know the types of computer educational games and the impact of each of them on a person. Analyzing the software, we can say that computer games have great opportunities for the general intellectual and emotional-personal development of children and their learning.

There are many programs specifically designed to teach specific subjects: mathematics, fiction and speech development, native and foreign languages, etc. There are also entertainment programs that do not contain pedagogical tasks, but which can also be effectively used for educational purposes thanks to a variety of methodological techniques.

Currently, in the modern lesson, such a tool as a personal computer is widely used. In this case, a personal computer is a universal teaching tool that can be used in a variety of educational and extracurricular activities in terms of content and organization. It fits into the framework of traditional teaching with extensive use of the entire arsenal of teaching tools. A personal computer can contribute to the active involvement of the student in the educational process, maintain interest, promote understanding and memorization of educational material. Computer-assisted training should provide:

1. Feedback in the learning process;

2. Individualization of the educational process;

3. Increasing the visibility of the educational process;

4. Search for information from the widest possible sources;

5. Modeling the studied processes or phenomena;

6. Organization of team and group work.

By goals and objectives, computer training programs are divided into illustrating, consulting, training programs, training control programs, operating environments.

In the large assortment of educational programs for children, there is a large group of educational and developmental computer games, which are specially created for educational use. These are both separate programs and sets of programs, which are presented in the form of separate collections, packages, series - depending on the degree of their "generality".

There are many different approaches to organizing computer games. Classification of games is needed not only for the convenience of the consumer: it is easier for teachers to navigate the entire richness of games if the headings immediately provide answers to questions such as: "What games are there for a certain age of children?", "What games contribute to the development of speech, logical, figurative or abstract thinking ? ”,“ Which games have the images you want? ”, Etc. It facilitates the selection of the required game according to various criteria.

Classification is also necessary for developers: it shows, for example, that there are still no games aimed at developing a particular ability in children, or games in which there would be characters needed for discussion. Games can be divided into subgroups based on different criteria: age, subject matter, the level of difficulty of the game task, the complexity of control, tasks for the development of mental abilities and other characteristics. But, first of all, all educational programs can be grouped into the following large classes: educational games, educational games, experimenting games, diagnostic games, fun games.

Classification of computer games.

1. Educational games.

These are computer programs of the "open" type, designed for the formation and development of general mental abilities in children, goal-setting, the ability to mentally correlate their actions to control the game with the created images, for the development of fantasy, imagination, emotional and moral development. They do not have an explicitly set goal - they are tools for creativity, for the child's self-expression.

Programs of this type include:

Various kinds of graphic editors, incl. editors for creating images, "coloring", constructors that provide the ability to freely draw on the screen with straight and curved lines, contour and solid geometric shapes and spots, painting closed areas, inserting ready-made drawings, erasing an image, correcting a drawing in other ways;

Simple text editors for entering, editing, storing and printing text;

- "environment designers" with various functionalities of free movement of characters and other elements against the background of scenery, incl. those that serve as the basis for the creation of "director" computer games; "Music editors" for entering, storing and reproducing simple (more often single-voiced) melodies in musical notation;

- "fairy tale constructors", combining the capabilities of elementary text and graphic editors for the formation and reproduction of illustrated texts;

These games involve a variety of pedagogical techniques for using them.

2. Educational games

These are game programs of a didactic ("closed") type, in which it is proposed to solve one or several didactic problems in a game form. This class includes games associated with the formation of mathematical concepts in children; with teaching the alphabet, syllabus, writing through reading and reading through writing, native and foreign languages; with the formation of dynamic representations of orientation on the plane and in space; with aesthetic, moral education; environmental education; with the basics of systematization and classification, synthesis and analysis of concepts.

3. Games of experimentation

In games of this type, the goal of the game and the rules are not explicitly set - they are hidden in the plot or the way the game is controlled. Therefore, in order to achieve success in solving a game problem, a child must, through search actions, come to an awareness of the goal and method of action, which is the key to achieving a general solution to the game problem.

4. Fun games

Such games do not explicitly contain game tasks or development tasks (this can be seen from the name of the group). They simply provide an opportunity for children to have fun, carry out search actions and see the result on the screen in the form of some kind of "micro-cartoon". This group, in particular, can be attributed to the popular series of programs such as "Living Books".

5. Diagnostic games

Games, developing, teaching, experimenting, can be considered diagnostic, since an experienced teacher and, moreover, a psychologist, by the way of solving computer problems, the style of play actions, can say a lot about a child. However, more strictly, only validated psychodiagnostic techniques implemented in the form of a computer program are considered computer diagnostic techniques. In this case, such a program fixes the specified parameters, stores them in the computer memory, then processes and the processing results are also stored on disk, later these results are displayed on the display screen, or on a printing device for interpretation by a psychologist) or such an interpretation can be pre-programmed and displayed automatically by the computer. The diagnostic result can be displayed in the form of recommendations for kindergarten staff and parents.

This class of programs also includes computer methods for express diagnostics of various functional systems of the child's body, which make it possible to identify pathology, deviations from the norm in a matter of minutes and then send children with deviations for further examination or treatment to specialized medical institutions. Computer diagnostic programs can be used to:

Revealing the level of general mental abilities of children;

Assessment of the level of development of mental and psychophysiological personality traits, such as memory, attention, perception, mental performance, intelligence, emotional state, neuropsychic status, as well as motor skills, speed of movement, etc .;

Revealing the creative abilities of children;

Determination of the level of readiness of children to enter kindergarten;

Determination of the level of psychophysiological and social readiness for children to enter school (physical development, morbidity, physical fitness, basic physiometric parameters of a growing organism, risk factors);

Express diagnostics of a child's fatigue in the process of computer studies;

Early diagnosis of the deviation of children from normal development.

The model of the pedagogical process is subdivided into:

Knowledge Model

The main task of the study of knowledge models is to assess the adequacy of the volume, depth, accuracy of the teaching material supplied and to study questions about the relationship between the norm and the assessments offered in the game and those posed by the teacher.

Here are the main stages of the study of knowledge models.

1. At what stage in the general education system is the game used?

Knowledge update; familiarization with new material; consolidation of new educational material; control and accounting of knowledge.

2. What are the learning objectives underlying the game?

Acquisition of skills in solving simple problems; development of motor skills; the formation of skills and abilities to analyze problem situations and decision-making; development of skills to build a sequence of logically correct actions; the formation of a system of concepts aimed at assimilating theoretical material;

3. Does the educational material contained in the game satisfy the requirements of the scientific content, the adequacy of the material to the previously acquired knowledge, abilities, skills, visualization of the educational material?

4. Does the game meet the required level of knowledge assimilation?

5. Is the teacher satisfied with the norm of assessments offered by the game?

Trainee model.

The main task of this stage is to consider the possibilities of individualization of training, taking into account the psychophysiological characteristics of students. When studying the student's model for the game, the teacher must find out whether the game provides feedback from the student to the computer and the possibility of adaptation. If the presence of feedback of the structure of the game allows the teacher to have information about how the student solves the learning problems offered to him, then this type of feedback is called knowledge of the result. If, in addition to this, it is possible to find out what difficulties the student is experiencing, their reasons, as well as what auxiliary educational influences provide the correct solutions to problems, then we are dealing with information feedback.

The adaptive game can react and, if it is necessary to automatically change the correctness of the student's answer, the study time, the background of the student's work, the individual characteristics of the student, determine whether the game provides help, a system of repetition of educational material.

The following stages of the learner model can be proposed:

1. Determination of the degree of mastery of the material at the moment.

2. Is the requirement of students' activity and conscientiousness being fulfilled during the game?

3. Are the psychophysiological characteristics of the student taken into account?

4. What kind of feedback does this game provide? Knowledge of the result; informational feedback.

5. What stage of adaptation does the game provide?

Management model

The main goal of this stage of the research is to study the features of the interaction between the teacher and students in the process of working with a computer game.

Let us highlight the following main stages in the study of the management model:

1. Is there a correspondence in this game of the nature and method of presenting educational material to the required level of knowledge?

2. Which of the classical teaching methods can play support?

Methods for acquiring new knowledge;

Methods for the formation of skills and abilities;

Methods for testing and evaluating knowledge, skills, and abilities.

3. Does this game conflict with the form of teaching chosen by the teacher in this lesson?

4. Do the methods of control in the game correspond to the individualization of learning?

Such an analysis allows the teacher to reasonably use a computer game in the lesson.

If a computer game meets all the requirements, you can ensure that it is used with the greatest efficiency. But, unfortunately, the analysis of computer games showed that not all games meet the requirements. Therefore, it is important, after analyzing the lesson, to highlight those stages of the lesson that require additional consideration. In this case, the teacher will be able to adjust the lesson using traditional teaching methods.

Thus, today there is a fairly wide range of computer educational games aimed at solving a particular range of problems. In order to decide which games to use during the educational process, it is necessary to decide what goal is pursued by the teacher.

1. An educational game is a complex systemic formation that allows for various ways of presentation. In particular, it can act as an activity, as a process "interwoven" with another activity, and as a special form of educational activity. Each of these views has its own scope.

2. Game technologies are multifaceted, have their own specifics and influence on the pedagogical activity of the teacher.

3. Designing educational programs is a complex, systemic, multi-level process that acts as a link between the theory and practice of computer learning.

4. A computer game is a type of gaming activity, possibly with the use of multimedia technologies, as well as virtual or, in other words, alternative reality technology.

5. An educational computer game is a form of educational activity that imitates certain practical situations, is one of the means of enhancing the educational process, contributes to mental development. In fact, OKI is a didactic game organized at a higher technical level.

6. A feature of computer games is that the computer acts as one of the players.

7. All educational computer games can be grouped into the following large classes:

Educational games;

Experimental games;

Trainers;

Combined;

Diagnostic games;

Fun games.

Chapter 2. Using educational computer games in the educational process

2.1 Criteria for the selection of educational computer games for the educational process

Almost all developed countries are widely developing computer technologies for teaching, including games. At present, the ROSNII IP Foundation has more than 150 training programs ready for distribution. The process of creating computer training programs and their use in teaching is becoming widespread. The advantages and disadvantages of a software product will be determined primarily by the fact whether the following questions were answered during its development: who will use it? why? How much does it cost? In other words, today the quality of an educational software product is determined, first of all, by its consumer properties.

Like any educational material, educational computer games and programs must be assessed by a set of qualities.

What criteria should an educational computer game meet? What consumer properties of computer programs for educational purposes should it have?

Any OCI can be assessed according to the following criteria:

1) saving student time through any additional graphics capabilities or included additional support tools;

2) by the amount of information for inductive reasoning (due to a large number of considered problems, a generator of examples, etc.);

3) to provide opportunities for creating new teaching methods and modernizing the content of training courses; if possible, access to related areas of knowledge.

The methodological properties of the OCI are assessed by:

1. simplicity of mastering the program and working with it;

3. Compliance with standard interface requirements;

4. openness, i.e. the possibility of expanding the range of tasks to be solved;

5. the impact on teaching methods, opportunities to improve teaching skills.

The quality of screen design is assessed in terms of brevity, asceticism, academic style; on the validity of color solutions (including from the point of view of doctors, psychologists); by the optimal amount of information on the screen.

Economic feasibility is assessed by the range of intended users (market power); competitiveness; by openness to modifications and additions by subsequent versions and developments.

The user interface plays a special role in the consumer properties of educational software products. It should be conversational and easy to use. The main factors that determine the user experience in the dialog interface are:

a) Flexibility of dialogue, i.e. the ability of the user to adapt the dialogue to suit his needs and adapt the system.

b) Clarity, clarity, consistency of the dialogue, i.e. the ability to easily understand the basics of the program's functioning due to the fact that the system provides a structured list of its functions, is able to explain its state and actions.

c) Ease of learning and use, i.e. the ability to learn how to use the program in the process of work due to the fact that the program provides assistance and handles all possible user errors.

d) Reliability, i.e. availability of data protection, resistance to student and equipment errors, availability of protection against incorrect actions.

e) Standardization of the interface, i.e. similarity with existing standards such as IBM, MS Windows and others.

The organization of the dialogue in the training program carries two functions that are important to distinguish: the dialogue for controlling the program and the dialogue in terms of the subject area. To implement each of these functions, the relevant standards should be adhered to. General signs of a user-friendly interface:

Using icons to organize a control dialogue; menu-oriented;

Context sensitive help information (Help);

Ability to use both "mouse" and keyboard for input using "hot keys", arrows, tabulation keys, etc .;

Uniform rules for working with all menus;

- "Esc" is either ignored or used only to exit any mode to a higher level with the cancellation of the changes made;

Confirmation request in "dangerous" situations (exit from the program, loss of information, etc.);

The same or similar and easily accessible exit from any mode; information about the ongoing process (for example, long-term counting, exchange with external devices, etc.);

Ability to interrupt lengthy processes; correct handling of emergency situations from external devices (for example, unavailability of the printer);

Correct reaction to the combinations "Ctrl + C", "Ctrl + Break";

Handling incorrect user actions.

Signs of high-quality screen design include the following properties:

Easily readable from the screen, logically organized text;

Displaying only the necessary information on the screen;

Using graphic information to explain verbal statements;

Motivated alternation of design styles.

The question of the color solution of the interface is very important. The developer's intuition is not enough here, since the color perception of people is very individual. In general, we can recommend:

Do not overuse the variegated palette;

Do not use dark colors for the background;

Use different colors for windows that are different in meaning and the same for similar ones;

Use red for emergency messages only;

Mark temporary messages (for example, with a box with a shadow);

The essential content of the process of designing electronic educational resources; information and communication technologies. Tools for the formation of models for the use of ERM and information security in the educational process.

term paper, added 06/10/2014

The concept of development of educational electronic publications and resources. Development of a module for an electronic educational publication on the topic "Computer networks. Principles, technologies, protocols". View of a tutorial page in Paint. Tags for creating an HTML document.

term paper added 10/17/2012

The concept of a portal as an Intranet system. Web-portal functioning technologies. Features and functions of the portal of the educational institution. Using the Web-portal in the educational process. The structure of the educational Intranet / Internet-portal of the school No. 24 in Nefteyugansk.

thesis, added 05/02/2012

Characteristics and purpose, principle of operation and structure of Microsoft Word, Excel, Access, Internet Explorer browser. Rules for working with this software, assessment of advantages and disadvantages, opportunities. Development of the program algorithm.

term paper, added 04/23/2010

Computer training systems. Principles of new information technologies for teaching. Types of training programs. Enhanced learning. Computer testing. Advanced Research in Computer Learning. Internet technologies, multimedia.

test, added 09/10/2008

Characteristics of local and global computer networks, the main technologies for their use in teaching schoolchildren. Information resources of the Internet, which are appropriate for use in the educational process of the school, the peculiarities of working with them.

presentation added 03/16/2012

Development of the theory and methods of teaching the section "Algorithmization and Programming" in the school computer science course. Methodical problems of studying algorithms for working with quantities. Requirements for the knowledge of students in the line of algorithms and programming.

term paper, added 07/09/2012

Characteristics and significance of Internet technologies in modern education. A positive opportunity for modern Internet technologies. The main advantages of e-learning, the analysis of training programs, the characteristics of telecommunication technologies.

STATE EDUCATIONAL INSTITUTION

ADDITIONAL VOCATIONAL EDUCATION

"DONETSK REPUBLICAN INSTITUTE

ADDITIONAL PEDAGOGICAL EDUCATION "

GRADUATION WORK

COMPUTER GAMES IN THE EDUCATIONAL PROCESS

The listener of the group 3.2.7.

"Target guidelines for the formation of cognitive and speech activity of preschool children in accordance with the State Educational Institution of Education"

Ermak Oksana Vladimirovna

senior educator

MDOU "Nursery garden number 249 of the city of Donetsk"

Head of graduate work:

Galkina Elena Vasilievna,

methodologist of the department of distance

education

2018

Content

Introduction ……………………………………………………… .. p.2

and the development of the child's personality …………………………… ... p. 3

space of MDOU …………………………………… ..… p.4

2.1. Game - the main use of the computer in the MDOU ... p. eight

2.2. Methodological techniques for using computer

games in MDOU ……………………………………… ... ……… p. eighteen

Appendix 2 ………………………………………………… ..p. 24

Appendix 3 ………………………………………………… ..p. 32

Appendix 4 …………………………………………………. p. 38

List of used literature ………………………… p. 44

Introduction

The use of information and communication technologies in the educational process in a preschool educational institution is one of the newest and most pressing problems in preschool pedagogy. The specificity of the introduction of a personal computer into the upbringing of preschoolers in our country is that computers are first used in the family, then in a preschool institution (provided that they are available) - in conditions of collective upbringing. Using a computer as a means of educating and developing a child's creative abilities, shaping his personality, enriching the intellectual sphere of a preschooler allows you to expand the capabilities of a teacher, creates a basis for introducing children to computer training programs.

Intact bterm paper : to study the features of the use of computer games in the development of preschool children.

Object of study : cognitive development of preschool children.

In accordance with the goal, the object of the study formulated the followingtasks :

To study the concept and essence of play in MDOU, describe the influence of play on the formation and development of a child.

Determine the classification of games and their characteristics.

Explore the use of computer games in preschool.

Methods: theoretical analysis of the sources used, study of the material.

Practical significance: to develop guidelines for educators and teachers on the use of a computer in the MDOU.

The concept and essence of the game. The influence of play on the formation and development of the child's personality

What is a game?

One of the founders of Russian psychologyL.S.Vygotsky said that the basis of the game is an imaginary or imaginary situation.

In play, the child for the first time carries out intellectual systematic work, with the help of images, loud speech, play actions, creates a plot and follows it. But most importantly, in the game, the preschooler learns to treat the world he invented as a real one, with all seriousness. While playing, the child is always at the junction of the real and the game world, occupies simultaneously two positions: the real one - the child, and the conditional one - the adult. This is the main achievement of the game. Occupying a certain place in the life of adults, play has a special meaning for children. It is customary to call her a childhood companion. In preschool children, it constitutes the main content of life, acts as a leading activity. The special significance of childhood lies in the fact that, with all its limited capabilities, a small child, without knowing it, solves the main task of his life - he determines his place, his path among people. And it is for its implementation that a role-playing game is needed. Play is essential for preparing for your future life.

What does play give to children?

Thus,cwith the help of the game, the preschooler brings the inaccessible world of adults closer, filling it with his experiences and ideas. No game. The full social development of a child at preschool age is impossible.

II . The use of computer games in the educational space of the MDOU

The computer, being the most modern tool for information processing, can serve as a powerful technical teaching tool and play the role of an irreplaceable assistant in the upbringing and general mental development of preschoolers. Psychologists note: the sooner the child gets to know the computer, the less the psychological barrier between him and the machine, since the child has practically no fear of technology. Why? Because the computer is attractive to children like any new toy, and this is how they look at it in most cases.

A special place in the educational process of MDOU is given to computer games.

Computer games are a new type of educational learning.

Classes with the use of computer games are very interesting for preschoolers. They take great pleasure in learning the programs, achieving their correct solutions. Computerization, gradually penetrating into almost all spheres of life and activity of a modern person, makes its own adjustments and approaches to the upbringing and education of preschool children.

Domestic and foreign studies on the use of a computer in kindergartens convincingly prove not only the possibility and feasibility of this, but also the special role of the computer in the development of the intellect and the personality of the child in general. Indeed, the computer, with its enormous potential for playing and learning opportunities, has a significant effect on the child, but, like any technique, it is not valuable in itself, and only in the interaction of the teacher, the child and the computer can a positive result be achieved.

Sharing the point of view of many researchers, Yarusova E.A. considers that the main purpose of using a computer in a preschool institution is the all-round development of a child, his preparation for life and work in "computer reality", i.e. the formation of a positive emotional attitude towards the computer in him, his perception as an assistant in various activities, an understanding of his purpose and opportunities to achieve the set goals.

Content and emotional preparation of children for solving game and didactic problems on a computer;

Educational game on the computer;

Problematic communication with each child during the game;

Exercises for the eyes, exercises for fingers to relieve stress after playing on the computer;

Realization of the newly received (after playing on the computer) impressions in the independent play of children.

Using the gaming capabilities of a computer in combination with didactic capabilities (visual presentation of information, providing feedback between the curriculum and the child, ample opportunities to encourage correct actions, an individual style of work, etc.) allows in the future to ensure a smoother transition to educational activities.

The features of educational electronic publications (OEI) are distinguished for their use in the educational process of a preschool institution:

SEI for preschool children should have an intuitive interface, most often it is presented in the form of a multiplied menu;

OEI must contain soundtrack;

There must be correct feedback (both effective and consulting), presented by both graphic support and soundtrack;

OEI should contain several different short-term developmental games that correspond to age characteristics, as well as ensure compliance with sanitary and hygienic standards.

But there are also such AEIs that only to some extent have the identified features. The colorfulness and dynamism of computer programs, musical design, game form, the general atmosphere of benevolence and liberation allows a child to play with enthusiasm, experience the joy of learning, and discover new things. All this contributes to the development of creative thinking and imagination in children, forms cognitive motivation and reveals the individuality of each child.

Using a computer allows you to bring the activities of the MDOU to a new, high-quality level, update the content of the educational process, ensure the quality of the pupil's education that meets modern state educational standards.

It has been established that with an appropriate approach, many directions, tasks and content of educational work with children can be provided with developing computer games.Currently, programs based on the use of computers have been developed and are being introduced into the educational process of the MDOU. One of these programs is the "Preschooler and Computer" program for the additional educational cycle "Computer Games". The program is aimed at the competent use of a computer in the educational process of the MDOU. Carrying out work on this program puts the child in a completely new, qualitatively different developmental situation. Initially, it is possible to use computer developmental and educational games "KID / Kid" of the Association "Computer and Childhood".

The main directions of the program are the issues of introducing a child into the world of the computer, the practical application of computer games as a system of didactic means of enriching the intellectual, aesthetic, moral, ecological and physical development of a preschooler.

Main educational goal introducing a computer into the child's world is the formation of the child's motivational, intellectual and operational readiness to use computer tools in their activities.

Computer games, included in the system of ordinary games, contribute to the improvement of upbringing, the all-round development of the child's creative personality.

In addition to the normative upbringing and educational standards, kids show a higher level of "school readiness" and it is natural to enter the world of adults, into tomorrow.

The child develops:

perception, hand-eye coordination, imaginative thinking;

cognitive motivation, voluntary memory and attention;

"Sign function of consciousness";

arbitrariness, the ability to build a plan of action, accept and complete the task.

He masters a new way, simpler and faster, of obtaining information, changes his attitude to a new class of technology and, in general, to a new world of objects.

Today there is no need to discuss whether the computerization of special education is necessary or not. Life itself has put specialists in front of the problem of introducing computer technology into the system of special education.

Communication of preschool children with a computer begins with computer games, carefully selected taking into account age and educational focus. Modern research in the field of preschool pedagogy K.N. Motorina, S.P. Pervina, M.A. Kholodnoy, S.A. Shapkina et al. Testify to the possibility of computer acquisition by children aged 3-6 years. As you know, this period coincides with the moment of intensive development of the child's thinking, preparing the transition from visual-figurative to abstract-logical thinking. At this stage, the computer acts as a special intellectual tool for solving problems of various types of activities. The higher the intellectual level of the activity, the more fully all aspects of the personality are enriched in it. The development of computer technology has left a certain imprint on the development of the personality of a modern child. The use of computers has a great impact on the upbringing of a child and his perception of the world around him. The emergence of computer games makes it possible to substantially supplement the child's world, to correct his development.

Many psychologists and teachers have dealt with the problem of the influence of computer games on the development of preschoolers. At the origins of this work were scientists and specialists of the Center "Preschool Childhood" named after V.I. A.V. Zaporozhets. Research by psychologists (S. Novoselova, G. Petku and others) has shown that the computer plays a special role in the development of the intellect and, in general, the personality of the child.

S.L. Novoselova noted that the introduction of a computer into the system of didactic means of a preschool institution can become a powerful factor in enriching the intellectual basis of a child's mental, aesthetic, social and physical development. Research by G.P. Petku notes the possibilities of game computer programs for organizing directorial games. I.Yu. Pashelite proved that computer tools effectively enrich the system of developing didactics of a preschool institution, forming general mental abilities in children.

Computer games are the best learning environment for any kind of activity. Play is a form of practical thinking. The ability of children to replace a real object in a game with a play one with the transfer of real meaning to it, a real action with a play, replacing it with an action is the basis of the ability to meaningfully operate with symbols on a computer screen. From this it follows that computer games should be inextricably linked with ordinary games. One of the most important lines of mental development of a preschool child consists in the sequential transition from more elementary forms of thinking to more complex ones. Thanks to the multimedia method of presenting information, the following results are achieved:

Children learn more easily the concepts of shape, color and size;

The concepts of number and set are more deeply comprehended;

The ability to orientate on the plane and

in space;

Attention and memory are trained;

They used to master reading and writing;

Vocabulary is actively replenished;

Fine motor skills develop, the finest coordination of eye movements is formed;

The time of both the simple reaction and the choice reaction decreases;

Purposefulness and concentration are brought up;

Develops imagination and creativity;

The elements of visual-figurative and theoretical thinking are developed

Computer teaching of preschoolers should begin with the selection of educational and developmental programs and thinking over organizational forms of working with children and their application, developing methods that use the capabilities of a computer in teaching. You cannot consider a computer in isolation from software and organizational forms of use. Currently, there are many programs designed to teach children mathematics, speech development, foreign languages, etc., as well as entertainment programs that can be used for educational purposes, thanks to methodological techniques. There are also educational computer games that are used only for educational purposes.

Experts have developed a variety of educational programs designed for preschool children.

All gaming computer programs can be divided into groups based on:

Age category;

Subject-related topics;

Difficulty level of the game task;

The level of complexity of management;

The tasks of developing mental abilities, etc.

Conventionally, four types of training programs can be distinguished:

training and controlling,

imitation and modeling,

mentoring,

educational games.

The first type of programs are designed to consolidate skills and abilities. It is assumed that the proposed objects and concepts are already known to the child. These programs randomly ask the children questions and tasks and count the number of correct and incorrect answers. If the answer is correct, the child may be given a reward (remark, prize object, transition to the next level, etc.). If the answer is wrong, the child can get help, a hint.

Programs of the second type are based on graphically illustrated capabilities, on the one hand, and computational ones, on the other, and allow a computer experiment to be carried out. Such programs provide children with the opportunity to observe a certain process on the display screen and at the same time influence its course by giving commands with the mouse or from the keyboard, setting parameter values.

The third type of program provides children with theoretical material to study. Tasks and questions are used in these programs to organize a "man-machine" dialogue, to control the course of learning. So, if the answers given by the child are incorrect, the program can return him for re-teaching the theoretical material. A common disadvantage of these programs is the high complexity of development, organizational and methodological difficulties when used in the real educational process of MDOU.

Programs of the fourth type provide the child with a certain imaginary environment, the world that exists only in the computer, a set of certain possibilities and means of their implementation.

But the most common pedagogical classification in manuals for the use of computer games in preschool education is the following classification by Yu.M. Horvitsa. In it, game programs are structured according to the "tree of goals" and are combined into three groups.

1. Educational programs (convergent, closed type) are aimed at teaching and consolidating knowledge of mathematics, native language in a playful and entertaining form, give initial ideas about natural and social phenomena, etc.

2. Development programs - stimulating the creative abilities of children, the ability to independently set game tasks, find means and ways to implement them (divergent, open type). These programs develop imagination, thinking, memory, provide an opportunity for cognitive experimentation, free creativity, contribute to the development of independent and conscious creative activity. These include:

A series of plot-directed games - aimed at developing the imagination, encouraging communication with peers and adults, to collective action, promoting the development and correction of speech, providing powerful support for learning a second language;

A series of programs "Combinatorics" - develops logical thinking, forms an understanding of the cause-and-effect relationships of processes and phenomena, teaches decision-making in non-standard situations, incl. in games with hidden rules;

A series of programs "Construction" - is intended for the formation of the most important mental functions in a child, associated with goal-setting, sensory development, the mental creation of new objects from the proposed elements. They contribute to the development of imagination, fantasy, goal-setting, creative activity, the ability to independently achieve goals, enrich the arsenal of tools for the design activities of children. They also form the ability of mental orientation of objects on a plane and in space. These programs work well with many other children's activities. They are characterized by a high degree of variability of methodological techniques;

A series of programs "Classifiers", which contributes to the development in children of the principles of serialization, association, classification and systematization of objects according to one or several characteristics.

3. Diagnostic programs, they:

Provide the possibility of prompt diagnostics and training of various types of attention (supported, selective), memory (operative, long-term), perception and other mental properties with the issuance of results and recommendations on the screen and / or print;

Allow you to perform a qualitative analysis of the creative abilities of the child;

They give an opportunity to assess the readiness of children to enter kindergarten, to study at school.

In addition, the following categories of computer games can be distinguished:

Educational games;

Experimental games;

Fun games;

Logic games;

Computer diagnostic games.

Educational and developmental games play a special role in the world of computer games.

Educational games .

Developmental programs are designed to form mental abilities in children, to develop fantasy, imagination, emotional and moral development. They are only a tool for creativity, for the child's self-expression.

Development programs include:

Graphic editors - "drawing", "coloring", constructors. Children have the opportunity to freely draw on the screen with lines, geometric shapes, spots, paint over closed areas, erase images;

Text editors for entering, editing, storing and printing text;

- "Director's" computer games - free movement of characters and other elements against the background of the scenery;

- "Music editors" for entering, storing and playing simple tunes;

- "Fairy tale constructors".

Educational games.

These programs of a didactic type involve the solution of one or several didactic problems. Educational programs include games related to the formation of mathematical concepts in children, with teaching writing, reading, and foreign languages. Also, these games form children's ideas of orientation in space, solve the problems of moral and aesthetic education.

The use of educational computer games allows the child to develop the ability to independently master the material. Learning games make it easier to understand information while developing auditory, motor and emotional memory.

Experimental games.

In such games, the goal of the game and the rules are hidden in the plot of the game and the way it is controlled. In order to succeed in solving a problem, the child must come to an awareness of the purpose and method of action.

Fun games.

In games-amusements there are no game tasks and development tasks. These games provide children with fun. The child carries out search actions in order to be able to see the result in the form of some kind of "micro-cartoon". This group includes a series of programs "Living Books". Also, fun games include adventure games (travel, exploits, adventures), graphic toys (tetris, "live pictures", etc.), training simulators (alphabet, keyboard simulator, etc.), etc. This category of games includes imitation playing sports: football, volleyball, tennis, etc .; war games: naval battles, air battles, star wars, games with weapons, etc.; hand-to-hand fights: karate, kung fu, taekwondo; professional games: rally, airplane piloting, etc.

Logic games.

These games are aimed at developing logical thinking.

This category of games includes:

Chess games: checkers, chess, etc.

Logic educational educational games: mazes, guess the number, word, tic-tac-toe, etc.

Computer diagnostic games.

Diagnostic computer games include educational, educational games and experimenting games. Computer diagnostic techniques are psychodiagnostic techniques implemented in the form of a computer program. Such a computer program fixes the specified parameters, stores them in memory, processes the information and displays the result on the display screen or on a printing device. The result of the child's diagnosis can be displayed in the form of recommendations for teachers and parents.

There are also programs in the form of computer methods for express diagnostics of the child's body. They allow you to identify pathology, deviations from the norm, in order to then send the child for further examination or treatment in specialized medical institutions.

Playing computer games, the child learns to plan, build the logic of an element of specific events, ideas, he develops the ability to predict the result of actions. He begins to think before he does. All this means the beginning of mastering the basics of theoretical thinking, which is an important point in preparing children for school. Computer games are built in such a way that a child can get not a single concept, but get a generalized idea of all similar objects or situations. Thus, such important operations of thinking as generalization and classification are formed in him.

Computer games teach children to overcome difficulties, control the performance of actions, and evaluate the results. Thanks to the computer, learning to plan, control and evaluate the results of the child's independent activity becomes effective through a combination of play and non-play moments.

Computer games increase the self-esteem of preschoolers. The achievements of children do not go unnoticed by themselves and those around them. Children feel great self-confidence, they master the visual-effective operations of thinking.

The use of computer games develops "cognitive flexibility", that is, the child's ability to find the greatest number of fundamentally different solutions to a problem. The ability to anticipate also develops. The formation of elementary mathematical concepts is based on the construction and use of visual models by children. During the lesson, children learn to build subject models on the one-to-one correspondence of substitutes. Such a model makes it possible to visualize quantitative relations: the substitution of objects occurs through the imposition or application of substitutes, which contributes to the understanding of the meaning of substitution.

The novelty of working with a computer, which contributes to an increase in interest in learning and the ability to regulate the assigned tasks according to the degree of difficulty, encouraging correct decisions, enhance the child's motivation.

Computer games also help to eliminate the negative attitude towards the development of the child - failure, which is associated with misunderstanding, gaps in knowledge. Playing on the computer, the child gets the opportunity to complete the solution of the task, relying on the help of adults. One of the sources of the child's motivation is the amusement of the game.

Computer games make it possible to change the ways of managing educational activities, immersing the child in a game situation. They also enable the child to request some form of assistance.

Computer games also contribute to the formation of reflection on the child's activity, which allows you to visually represent the result of your actions.

The use of computer technology makes the game attractive and modern. There is an individualization of development and learning, monitoring and summing up.

Cognitive activity in the process of playing on a computer develops cognitive processes, such as thinking, memory, attention, imagination. S.L. Novoselova notes that in the course of the game activity of a preschooler, enriched with computer means, mental neoplasms arise (theoretical thinking, developed imagination, the ability to predict the result of an action, design qualities of thinking), which lead to an increase in the creative abilities of children. The developmental value of computer games for the development of a child is very great. The combination of drawing and computer creativity gives a very great effect. Children try to first portray an object, a phenomenon on a piece of paper, and then transfer it to a computer.

The use of computer games creates an emotional mood, has a positive effect on the development of the child. In a child, games arouse interest in new material, increase attention and reinforce previously known material. The use of computer games makes it possible to purposefully form the high learning ability of children, starting from preschool age.

Children playing educational computer games are distinguished by their broad outlook: they have a well-developed idea of the world around them, and it is more in line with the worldview of adults. Such developed children, as a rule, are ahead of their peers in mental development, learn educational material more easily, and are confident in their knowledge.

Working at a computer contributes to the development of fine motor skills of the fingers and hand-eye coordination in a child. The child learns to correlate the movements of his hands with the results that he observes on the screen. Hand-eye coordination is the basis for mastering writing and drawing.

The child's abstract thinking develops. In the process of playing, the child begins to understand that it is useless to try to take objects on the screen - these are images. Most often, things and creatures in games are indicated by simple symbols and icons. Thus, the basis of abstract thinking is the formation of the ability to perceive signs and symbols. Abstract thinking is necessary for a child to understand schemes, equations, written words.

Most educational games are traditionally aimed at developing reading and numeracy skills, which will help in preparation for entering school, thus, the issue of continuity between the preschool and primary school levels of the educational system is resolved.

The question of the possibility of using computer games as a means of developing speech in preschoolers is also important. The influence of computer technologies on speech development has not received a special study, although many authors note the stimulating effect of computer games on speech (dialogical) communication of preschoolers. The prospects of using computer games in the development of children's speech are evidenced by the observations of researchers and the generalization of the experience of their use.

Computer programs for preschool children with role-based solutions help to draw the attention of children to the inner world of another, encourage them to put themselves in his place, and help overcome obstacles.

One of the main issues related to the computerization of preschool education is the study of the influence of the computer on the body, mental state and development of the child. As a result of studying the effects of a computer on the well-being, performance and health of children, a safe mode was determined, the duration and method of organizing computer games in kindergarten were normalized, appropriate conditions for organizing the child's "workplaces" were thought out and developed, requirements for the lighting of premises, recommendations for acquisition, installation and maintenance of equipment.

In a preschool institution, only such computer programs and games can be used that meet the psychological, pedagogical and sanitary and hygienic requirements. To reduce fatigue under the influence of computer exercises, it is extremely important to have a hygienic rational organization of the workplace at the computer: the furniture matches the child's growth, optimal lighting, and electromagnetic safety. Computer equipment that is used in a preschool educational institution must have a hygienic certificate (certificate) confirming its safety for children. In addition, it is recommended to be wary of a variety of entertaining computer games based on gambling, aggressive, monotonous actions and characters that have a negative impact on the psyche and character of the child. Computer programs for preschoolers should have a positive moral orientation, they should not be aggressive, cruel, or violent. The researchers note that the modern market is overflowing with a variety of computer games, the tasks of which do not include the education and development of children. These are all sorts of action games, doom games with aggressive content, arcade games, simulators, such games are not recommended for children.

It is now known that the computer has a great impact on the physical and mental health of a child.

Factors of the harmful influence of a computer on a child's body, which are used as an argument against the use of computer games:

Uncomfortable body position;

Radiation;

Impact on the psyche.

Let's take a look at each of them in order.

This is one of the most important factors. Working on a computer can reduce visual acuity. But if you correctly approach the organization of the child's workplace, then nothing threatens his vision.

Uncomfortable body position.

Sitting at the computer, the child takes a certain position and does not change it until the end of the game - he looks from a certain distance at the monitor screen and at the same time holds his hands on the keyboard. As a result of long sitting in a motionless position, pain in the muscles of the neck, back, headaches, pain in the joints of the hands appear, which can cause various diseases of the musculoskeletal system.

Radiation.

Modern monitors do not harm the eyes of the child. The system unit also emits nothing dangerous. There is a small X-ray radiation from the monitor, but it is several times lower than the natural background radiation, and therefore does not pose any danger

Impact on the psyche.

The computer requires a lot of concentration from the child, which is not the case in real games. How can you reduce mental stress? It must be remembered that you should take breaks in your work, you must follow the content of the game. For a child, it is considered safe to look at pictures or photographs accompanied by sound. Drawing on a computer has a negative effect on the psyche and vision. the load is on the eyes. Also, small images moving at high speed are harmful to the child's psyche and vision. It is very difficult to relieve the tension of a child's body after long games.

Research carried out by medical professionals in Switzerland has shown that children who regularly play computer games have the following qualities:

In communicating with children, they do not feel distance, they do not know how to enter into deep personal relationships.

Computer games should begin to play a certain role in the lives of children only after the volitional and emotional sphere has been formed.

Untimely and improperly organized introduction of a child to computer games can often lead to the development of certain characteristics of personal qualities:

speech as a way of communication remains primitive;

the ability to highlight the main meaning of the read text decreases;

during oral communication, it is difficult to induce a child to create his own fantasies, more often he has standard visual images and associations;

change in the emotional sphere;

the appearance of anxiety and emotional instability;

the development of will is impaired, since the child, sitting in front of the screen, cannot act actively-imitatively (as is required at a younger age.)

The function of setting game tasks is completely regulated by a computer game and the element of independent activity, the child's creativity, falls out. And the child in real life turns out to be either unable to independently set game tasks, set goals for himself, or experience significant difficulties with this.

Computer games, like some fantasy games, on the one hand, allow simulating situations inaccessible to a preschooler in everyday life. But, on the other hand, these games can acquire a pathological coloration, as a result of which the child, as it were, acquires another, but already virtual life, where he has the opportunity to fight with aliens, have several lives, etc., with which he will never face in the reality. Experiencing during the day this or that situation that occurred in a computer game, the child thereby overshadows real life events.

The introduction of a computer into the educational process of a preschool institution can become a powerful factor in enriching the intellectual, aesthetic, moral and physical development of a child, and can increase the overall level of educational work at MDOU. The computer is a complex object of cognition, which makes higher demands on the organization of the child's activities. Computer games should not be isolated from the pedagogical process of the kindergarten. They can be offered in combination with traditional games and learning, not replacing ordinary games and activities, but supplementing them, entering their structure, enriching the pedagogical process with new opportunities. This will reduce the disadvantages of using computer games in the educational process.

Whole developmental computer programs have been developed for use in preschool institutions. All of them include computer games containing educational, training, developmental components. There are both separate programs for teaching writing, counting, for the development of speech, for the development of creative abilities, etc., as well as developmental programs of a general developmental type. A distinctive feature of such programs is that they do not contain entertainment computer games. These programs include games for the development of thinking, attention, perception; for training in counting, writing; logic games; and many others aimed at the intellectual and personal development of the child.

We have selected a set of developmental and educational computer games for carrying out experimental work. It includes logic games, and games for the development of attention, memory, perception, and other educational and developmental games. All games are selected in such a way that they also contain an educational component. In the process of some games, the child needs to help the hero or heroes of the game, which fosters in him compassion, kindness, and a sense of responsibility.

All computer games were grouped into blocks. Each block contains three games of different orientation, duration and intensity. The time spent by the child at the computer during the game did not exceed 15 minutes. After graduation, gymnastics for the eyes and finger gymnastics were carried out.

conclusions

Thus, the use of a computer in preschool education is possible and necessary, it contributes to an increase in interest in learning, its effectiveness, and the all-round development of a preschooler. Computer programs involve children in developing activities, form culturally significant skills and knowledge. Today, computer technology can be considered a new way of transferring knowledge that allows a child to study with interest, fosters independence and responsibility in obtaining new knowledge, develops the discipline of intellectual activity, and contributes to the all-round development of the child.

Play is a cognitive activity, it is a kind of practical form of a child's reflection on the nature and social reality around him. Due to the peculiarities of the game means of displaying reality, the child in the game for the first time gets involved in abstract thinking.

Computer games are a new type of educational learning.

What is the use of computer games and why can't they be replaced with just didactic or story-driven games?

Computer technologies save both the teacher and the child from hard routine work.

Select material of varying degrees of difficulty. A specific child can always be offered exactly what at the moment corresponds to his capabilities and learning objectives.

With the help of simple actions during the lesson on the computer, you can change the degree of difficulty, the nature of the task, adequate to the capabilities of the most "difficult" child.

To make "visible" problems in the development of the child that are difficult to detect in traditional teaching. Show how to transform the identified problems into specific learning tasks.

Form the child's process of comprehending his own pronunciation skills.

The sophisticated software is extremely easy to operate.

Many techniques that were successfully used earlier are now put on a computer basis and have received, as it were, a second development. From the point of view of a specialist, this is an opportunity to look at his work from new positions, to rethink methodological techniques, to enrich the knowledge and skills that he possesses.

Lesson on the computer and for the child himself creates more comfortable conditions for the successful completion of the exercises:

Computer technologies provide an entertaining form of experimentation, modeling, classification and comparison for a child.

There is an opportunity for children to master the models of communication with fictional characters of a computer program, as the main ones for the development of interpersonal communication.

The child learns to speak correctly, strive to correct the mistake he has seen, looks for self-control techniques, focusing on attractive graphics.

Children are less tired, they remain working longer.

Looking at the monitor screen, the child himself sees the result of his work.

Depending on the individual voice modulations, each child always has the opportunity to change the sensitivity of the microphone so that the picture on the screen moves only with a certain voice feed.

The child is motivated to work on pronunciation that is difficult for him. He learns from the very beginning to evaluate his achievements in speech, to compare his pronunciation with the standard.

Thus, the use of a computer program increases motivation not only due to the game strategy on which the program is based, but also because the child receives approval, praise not only from adults, but also from the computer.

Annex 1

Types of gymnastics for children while playing on the computer.

Gymnastics for the eyes

1 complex:

Each exercise should be repeated at least 6 times in each direction.

1. Horizontal eye movements: left and right.

2. Movement of the eyeballs vertically up and down.

3. Circular movements of the eyes clockwise and in the opposite direction.

4. Intense squeezing and unclenching of the eyelids at a fast pace.

5. Movement of the eyes diagonally: squint your eyes to the lower left corner, then move your gaze upward in a straight line. Likewise in the opposite direction.

6. Reduction of the eyes to the nose. To do this, put your finger to the bridge of your nose and look at it - your eyes will easily “connect”.

7. Frequent blinking of eyes.

8. The work of the eyes "at a distance". Go to the window, carefully look at a close, well-visible detail: a branch of a tree growing outside the window, or a scratch on the glass.

You can stick a tiny paper circle on the glass. Then direct your gaze into the distance, trying to see the most distant objects.

2 complex:

For the prevention of myopia

Starting position - sitting, each exercise is repeated 5-6 times.

1. Leaning back, take a deep breath, then, leaning forward, exhale.

2. Lean back in a chair, close your eyelids, close your eyes tightly, open your eyelids.

3. Hands on the belt, turn your head to the right, look at the elbow of your right hand; turn your head to the left, look at the elbow of your left hand, return to the starting position.

4. Raise your eyes up, make them circular movements clockwise, then counterclockwise.

5. Hands forward, look at the fingertips, raise your hands up (inhale), follow the movement of your hands with your eyes, without raising your head, lower your hands (exhale). The duration of a single workout is 3-5 minutes.

3 complex

Relieve eye fatigue

1. Look straight ahead for 2-3 seconds. Place your finger at a distance of 25-30 cm from your eyes, look at it for 3-5 seconds. Lower your hand, look into the distance again. Repeat 10-12 times.

2. Move the pencil from arm's length to the tip of the nose and back, observing its movement. Repeat 10-12 times.

3. Attach a 3–5 mm diameter round mark to the window pane at eye level. Move your gaze from distant objects outside the window to the mark and vice versa. Repeat 10-12 times.

4. With open eyes, slowly, in time with the breath, smoothly draw with your eyes a "eight" in space: horizontally, vertically, diagonally. Repeat 5-7 times in each direction.

5. Place your thumb at a distance of 20-30 cm from your eyes, look with two eyes at the end of the finger for 3-5 seconds, close one eye for 3-5 seconds, then look again with two eyes, close the other eye. Repeat 10-12 times.

6. Look for 5-6 seconds at the thumb outstretched at eye level of the right hand. Slowly move your hand to the right, follow your finger with your gaze, without turning your head. Do the same with your left hand. Repeat 5-7 times in each direction.

7. Without turning your head, move your gaze to the lower left corner, then to the upper right. Then to the lower right, and then to the upper left. Repeat - 5-7 times, then - in reverse order.

4 complex:

Exercise for tired eyes

1. Inhale deeply, closing your eyes as tightly as possible. Tighten the muscles in your neck, face, head. Hold your breath for 2-3 seconds, then exhale quickly, opening your eyes wide as you exhale. Repeat 5 times.

2. Close your eyes, massage the brow ridges and the lower parts of the eye sockets in a circular motion - from the nose to the temples.

3. Close your eyes, relax your eyebrows. Rotate the eyeballs from left to right and right to left. Repeat 10 times.

4. Place your fingertips on your temples, gently squeezing them. Blink quickly and easily 10 times. Close your eyes and rest with 2-3 deep breaths. Repeat 3 times.

5 complex:

The following exercises help improve blood and lymph circulation, eye nutrition and metabolic processes, and increase muscle tone:

1. Closing your eyes, rotate your eyeballs in a circle - first to the left, then up, right, down. Then in the opposite direction 4-5 times in one direction, and then 4-5 times in the other direction. Try not to squint.

2. With your eyelids closed, look first up and then down. Repeat 8 times.

3. "Blinking". Opening your eyes, you need to stare ahead for 30 seconds, then blink quickly, then again look motionless in front of you. Repeat 3 times.

4. "Movement V". Look first to the left, then up, then to the right, then lower your eyes, and so on. Repeat 8 times.

5. Look at the tip of the nose and then into the distance. Repeat the exercise 8 times.

6. Eyes open, looking forward. Close eyes. Begin to alternately press with the index and middle fingers of both hands on the outer corners of one, then the other eye. Repeat the exercise 2-3 times.

7. Close your eyes. Try to squint them, while the fingers of both hands offer resistance - the indexes press on the outer corners of the eyes, the middle ones - on the middle of the eyebrows, the nameless ones - on the inner corners of the eyes. Repeat the exercise 2-3 times.

8. Eyes closed. Try to "frown", that is, bring your eyebrows to the middle, overcoming the resistance of pressing fingers, the position of which is the same as in the previous exercise. Repeat the exercise 2-3 times.

9. Eyes closed. Make a "fork" with the index and middle fingers, fixing the outer corners of the eyes. When moving your eyes all the way to the right, "wink" with your right eye, counteracting this by pressing your fingers. The same goes to the left. Repeat the exercise 2-3 times.

6 complex:

1. Close your eyes tightly for 3-5 seconds, then open them. Repeat 6-8 times. Exercise strengthens the muscles of the eyelids, relaxes the muscles of the eyes and improves their blood supply;

2.Blink quickly for 15 seconds. Repeat 3-4 times. Exercise improves blood flow to the muscles of the eyes;

3.Close your eyes and massage your eyelids in a circular motion with your finger for 1 minute. Exercise relaxes the muscles of the eyes, improves their blood supply.

7 complex:

1. Close your eyes, strongly tensing the eye muscles, for a count of 1-4, then open your eyes, relax the muscles of the eyes, look into the distance for a count of 1-6. Repeat 4-5 times;

2. Look at the bridge of your nose and hold your gaze at the score 1-4. Do not bring your eyes to fatigue. Then open your eyes, look into the distance at the count of 1-6. Repeat 4-5 times;

3. Without turning your head, look to the right, fix your gaze at 1-4, then look straight into the distance at 1-6. Exercises are carried out in a similar way, but with fixation of the gaze to the left, up and down. Repeat 3-4 times;

4. Move your gaze quickly diagonally: right up - left down, then straight into the distance to the count of 1-6; then left up - right down and look into the distance at 1-6. Repeat 4-5 times.

8 Complex:

We open our eyes - one, and close our eyes - two,

One, two, three, four, we open our eyes wider.

And now they closed again, our eyes rested.

Finger gymnastics

1 complex

We played today

Our fingers are tired. (Active flexion and extension of the fingers)

Let them rest a little

And they will start playing again (shake hands, then in front of you)

Let's take our elbows together,

We will start playing again. (Elbows vigorously)

2 complex

Hands raised and shook

These are trees in the forest. (Smooth swaying of raised arms)

Hands bent down, hands shook (shaking hands in front of you)

Hands to the sides, gently wave, these are birds flying towards us.

We will show you how they sit, too

The wings folded back. (Horizontal arm movements).

3 complex

This finger is a grandfather

This finger is a grandmother

This finger is dad

This finger is mom

This finger is me. That's my whole family.

4 complex

This house is for kittens: meow, meow.

This house is for puppies: woof, woof.

This house is for calves: moo-oo-oo

This house is for foals: yoke.

This house is for tiger cubs: rrr

(fold alternately fingers from pinky to thumb)

Appendix 2

Complex of computer games for preschool children

Game 1. Find a pair. Game from the series "Find a Pair". It is necessary to find a correspondence between objects. Each item from one row needs to be matched with a matching pair from the other row. The game develops logical thinking and attention. The game is short in time, all children can easily cope with it.

Game 2. Dasha the traveler on the puzzle bridge. A game for the development of logic. The hero of the game is Dasha. It is necessary to help Dasha get to the other side of the coast, for this you need to repair the bridge consisting of puzzles. It also develops attention. Raises the desire to help in the child. For most children, the passage of this game is not particularly difficult.

Game 3: Who Said "Meow?" A colorful game in which funny animals have something in common. It is necessary to listen carefully, the voice of which animal will be heard, and you need to click on that one. Where the question mark is a hint. To exit the hint - click on the question mark again. The game develops attention. All children are very easy to cope with the task.

Game 4. Make it stand out. A game consisting of several sets of pictures. It is necessary to highlight "all living things." The game develops attention, logical thinking. For some children, this game was difficult, but most easily cope with the game.

Game 5. We study colors in an animal school. A very voluminous and rich online game that will help you learn colors together with forest dwellers and at the same time students of the animal school. The teacher is a smart goat. She will tell everyone what colors are called, how to distinguish them. The goat will give different tasks, you need to help the students complete them. This children's game will help you learn and consolidate all the colors of the rainbow in an easy playful way. The child observes how the animals learn, and participates in the learning himself. After all, the students of the animal school sometimes need tips. It also develops attention and thinking. Not all children can cope with this game at once. It has several tasks of varying degrees of difficulty; for some children, they cause difficulties.

Game 6 Forest walk. An online game consisting of 10 levels of varying difficulty. The child needs to collect a basket of mushrooms or berries. On the way, the child will meet various gifts of the forest - strawberries, blueberries, raspberries, blackberries, lingonberries, hazelnuts, acorn mushrooms. But not everything can be put in the basket. You can only click on berries, mushrooms or nuts that are drawn on the basket. The game develops attention and logical thinking. The game is of an average degree of difficulty, it causes difficulties only for those children who have insufficiently developed attention or who are rapidly fatigued.

Game 7 Shapes and Colors. A colorful online game. This game helps the child to study the shapes and colors, to correlate the shapes in shape and color. A game to develop attention and logical thinking. A very interesting game, although it causes difficulty for some children.

Game 8.We work out with Homa. A voluminous game in which you need to help Home to cope with tasks. The game develops logical thinking, teaches counting. It makes the child want to help the cute hamster. It contains several levels of varying difficulty, so some children do not immediately cope with it.

Game 9: Guess with Bunny. This online game contains a block of riddles. It is necessary to help Bunny to guess riddles. The game develops memory, attention and logical thinking, enriches the child's speech. Most children can easily master this game.

Game 10. Find the superfluous. An online game consists of a set of pictures. It is necessary to select an extra item from the row. The game develops logical thinking, attention and memory. Some children do not always cope with the task.

Game 11. Adventures of Kengurchik. Volumetric online game. The hero of the game is Kengurchik, who plays hide and seek with his friends. Introduces children to the inhabitants of Australia - Dingo, Wombat, platypus and other funny animals. You need to click on the letters in such a way as to complete different tasks in order to get one step closer to finding your lost son. The tasks can also include addition, subtraction, clicking on letters. Each location implies different tasks. The game begins with the fact that the little kangaroo went on a journey, but lost all his friends along the way. The child will have to help him, along the way getting to know the heroes of the game, when you hover the mouse over one of the characters, a window pops up with its description and main distinctive features. Develops logic, attention, teaches counting, broadens the horizons of the child. It is a very informative game, which causes increased interest in children.

Game 12. "Remember and Find". The game consists of a set of various pictures that replace each other. You need to carefully look at the picture for 5-10 seconds and remember it. Then close the picture by clicking on the arrow and find the same one among other images. The game develops visual memory and attention. Children easily cope with the task.

Game 13. Dunno. Game from the series "Find a picture". Contains 15 tasks. A fragment of a picture is placed in the circle. You need to find out and indicate its place in the picture itself. The game develops attention, logical thinking. This game is very interesting for children, although it causes difficulties for some children.

Game 14. Find a shadow. A voluminous game in which the child will have to look for the right shadows for five funny animals. It is necessary to carefully look at the hero of the game, located in the center of the screen, and use the mouse to select his shadow from several similar options. Each correct answer will open the next exciting task. The game develops attention, logical thinking. For many children, the game turned out to be difficult, not everyone can cope with the passage of this game.

Game 15: Count the ducklings. A colorful game, the heroes of which are a duck mom with little ducklings. The duck warned her kids not to swim far from each other while swimming and always stick together. But the ducklings did not obey and swam away in different directions. Now the mother duck cannot count her ducklings, and the child needs to help her with this! You need to count the ducklings in the picture and use the mouse to choose the correct answer from three options. The game develops attention, teaches counting, makes you want to help the duck mom. Most of the kids do a good job with the tasks of this game.

Appendix 3

Consultation for parents on the topic

"Educational computer games"

Play is considered to be the most mastered activity by children. Both ordinary games and computer games can be used as a means of education and inclusion in educational activities, as a means of developing curiosity. Computer games are a relatively new type of creative games that involve the use of a computer game program. The development of television, followed by electronic toys and entertainment computer programs, gradually transformed the forms of children's play, and at this age children develop imaginations, which in turn develop thinking. However, the thoughtless use of computer games and toys can lead to the fact that people will grow up who prefer not to think, but to sort out impressions. Most preschool children who have a computer at home perceive it only as a toy. It is important that the computer becomes a learning aid, not just a toy. It is known that children, and especially toddlers, when something new falls into their hands, do not think about what is inside, but simply press all existing buttons. The same is true when playing on a computer. So experts believe that a bright picture on the monitor irritates the visual reflex, music screensavers - the auditory reflex. And for some, this can be a substitute for vital emotions.

Existing computer programs help children develop memory, attention, learn something new about the world around them, introduce letters and much more. However, the modern market is overflowing with a variety of computer games, the tasks of which do not include the education and development of children. These are all sorts of action games, doom-games of aggressive content, arcade games, simulations. When choosing computer games for a child, parents should take into account the child's age and how such games will affect his development. Research carried out by medical professionals in Switzerland has shown that children who regularly play computer games have the following qualities:

Think in quick, ready-made associations;

Asking superficial questions without showing interest in the answers;

The questions of adults are given superficial and stereotyped answers;

Speech as a way of communication remains primitive;

The ability to highlight the main meaning of the read text is reduced;

When communicating verbally, it is difficult to induce a child to create his own fantasies; more often he has standard visual images and associations.

At the same time, correctly selected computer games contribute to the development of cognitive and creative activity. The use of computer games allows children to get involved in cognitive activities, it makes it possible to reveal their personality. Reasonable use of computer games allows the child to be attentive and active, promotes the assimilation of the norms of mutual assistance. The upbringing of cognitive interest in isolation from the upbringing of the child's personality is impossible. In order for a child to begin to form a cognitive interest, a "soil" is needed. Both educational and educational computer games can be considered such "soil". It should be borne in mind that computer games should be introduced into a child's life at the moment when he has already mastered traditional activities - drawing, design, perception. At the same time, it is very important for the child to distinguish computer games from reality.

Games that contribute to the development of thinking, memory, attention have a beneficial effect on the development of the child.

Memory games. Children still do not know how to memorize things and events as needed. The memory of babies works spontaneously, remembering only the most vivid and emotionally strong impressions. The game puts the child in front of the need to remember something in order to use it in the process of playing, and the colorful and unusual impressions facilitate this process, contribute to memorization. The most popular of the games of this class are, for example, games where it is necessary to assemble a picture from small pieces, for which the whole picture is shown for some time. Or find and remove all paired pictures from the group, while all pictures are closed, and no more than two can be opened at the same time. Or remember the location of a group of objects, and then, when they are mixed, arrange them in their places or indicate the missing ones.

Very usefulgames that develop thinking child. Games help the kid to gradually abstract from things that really exist in the world. The child learns to operate not only with real things that he can touch, but also with images. Games for finding a logical pair or distributing objects according to some principle are good here. While playing, the child learns to plan, build the logic of an element of specific events, ideas, he develops the ability to predict the result of actions. He begins to think before he does. Objectively, all this means the beginning of mastering the basics of theoretical thinking, which is an important point, a condition in preparing children for school.

There are alsoprograms that contribute to the formation of sensory standards in a child , which, in turn, provide the formation of important mental qualities. In such programs, standards of color or size are often hidden in some object, and the child's task is to find the desired standard.

Children's computer exercises are of great importance not only for the development of intelligence, but also for the development of motor skills. In any games, children need to control the computer: press certain keys with their fingers, use the "mouse". This develops small muscles of the hand and fingers, coordination of movements and orientation on the plane, which will further facilitate the mastering of writing.

Also recommendedgames to develop perception ... For example, assemble a picture from several parts, put the figures in their places, for example, collect a doctor's bag or resettle animals in their habitats. Also, games are suitable where you need to find a "hidden" figure or object, or compare two drawings.

The active assimilation of knowledge, skills of artistic perception and performance by children is the necessary experience in which their creative self-expression will receive full development, will be meaningful, rich. Games that require the child to use his creative qualities are useful. For example, create a character (if everything is done correctly, it comes to life), draw a picture of a certain content.

Programs for the development of memory, logic, thinking can interest not only children, but also parents. These entertaining games will help form and consolidate thinking skills, develop the ability to memorize and analyze information. Bright and colorful design of games, extraordinary setting of tasks will improve your thinking skills. There are many computer games that help prepare a child for school, teach and consolidate knowledge of school subjects.

Computer games teach children to overcome difficulties, require the ability to concentrate on the learning task, remember the conditions, and fulfill them correctly. The ability to plan, control and evaluate the results of their activities develops. This is how arbitrariness develops in the behavior of preschoolers.

Computer games are so addicting that the child abandons everything and sits at the computer for hours. Indeed, computer games are created in such a way that it will be an interesting, exciting action that can keep you in suspense to the end. Very often in this connection they talk about computer addiction. This is an important reason to restrict your child's time. Limitations in working with a computer are primarily associated with the load on the eyesight and the spine. But the child's body has not yet fully formed and is not ready for heavy loads. Excessive passion for the computer affects the health of the child as follows:

Vision deteriorates;

Fatigue increases;

Headaches appear;

The spine is bent, scoliosis is acquired;

Pains in the back, neck, shoulders and lower back begin to bother;

Fingers get tired and start to hurt;

Inactivity can lead to poor health and even obesity;

Nervousness appears, sleep is disturbed.

All this is possible if the child sits at the computer for hours and does not take rest breaks. But, according to studies, if a child walks to the computer for fifteen minutes a day, 2-3 times a week, it will not harm his health in any way.

When teaching a child to use a computer, parents should explain to him that a computer is not a toy and should be used under the guidance of an adult.

Basic rules when working on a computer (for a child):

1. The duration of classes using computer game programs for children 5 years old should not exceed 7 minutes and for children 6 years old - 10 minutes;

2. With low vision, sit at the computer with glasses;

3. Observe the distance from the eyes to the screen (50-70 cm);

4. The chair, seat and footrest of the preschooler's desk must be installed so that the child's eye level is at the center of the screen;

5. Observe correct posture;

6. Do not work at the computer in the dark;

7. It is necessary to choose the genre of the game in accordance with the temperament and inclinations of the child. We need games that will not overload him;

8. After classes should be done gymnastics for the eyes.

It is important to understand that computer games should be inextricably linked with regular games. If in an ordinary game the child reflects reality with the help of substitute, but real objects, then in a computer game, using a game program, relying on his imagination, create a game "video sequence".

The use of computer games that have a quality guarantee, full technical and methodological support in a rational combination with traditional types of games will contribute to the formation of a preschooler's original creative personality.

List of used literature

Gorvits Yu.M. New information technologies in preschool education / ed. Yu.M. Horwitz. - M .: Linka-Press, 1998.-328 p.

Gorvits Yu.M. Why do kids need a computer? / Yu.M. Gorwitz // Kindergarten from A to Z. - 2003.- №1. - S. 126-130.

Gorvits Yu.M. Developing game programs for preschoolers / Yu.M. Gorwitz // Informatics and Education. - 1999. - No. 4. - S.100-106.

State educational standard of preschool education (order of the Ministry of Education and Science of the DPR dated 04.04.2018, No. 287)

Children's games [Electronic resource] // Teremok [site]. Url:Games for Preschoolers [Electronic resource] // Children's joy [site]. Url:http://detskieradosti.ru/stuff/1-1-0-305 ]

Kozlova S.A., Kulikova T.A. Preschool pedagogy: Textbook for students. wednesday ped. study. institutions. - 2nd ed., Rev. and add. - M .: Publishing Center "Academy", 2000. - 416p.

Criteria for assessing the state of information security of children and adolescents [Electronic resource] // Roskomnadzor [site]. Url: ]

Novoselova S.L. The computer world of the preschooler. / S.L. Novoselova, G.P. Petku. - M .: New school, 1997 .-- 128 p.

Novoselova S.L. New information technology in working with preschoolers. Is it applicable? / S.L. Novoselova, G.P. Petku, I. Pashelite // Preschool education. - 1999. - №9. - P.73-76.

Typical educational program of preschool education "From birth to school" / comp. Arutyunyan L.N., Sipacheva E.V., Gubanova N.V., Bridko G.F., Kotova L.N., Nevolnik N.I., Golyaeva T.V., Gorbacheva L.V., Lipanova E .I., / Order of the Ministry of Education and Science of the DPR No. 409 of 18.08.2015)

Khodakova N.P. From point to landscape: methodical edition / N. P. Khodakova, Y. Brevnova - M .: Obruch, 2012 .-- 112 p.

Introduction

Chapter I. Theoretical foundations of studying the features of computer games

1 Socio-psychological aspects of computer games

2 General psychological characteristics and typology of computer games

Chapter II. Studying the possibility of using computer games in the pedagogical process in order to develop cognitive interest in younger students

1 Computer game programs as a means of developing cognitive interest in younger schoolchildren

2 Using computer games as a tool in the educational process

Conclusion

List of used literature

Introduction

Our time is characterized by the rapid development of information and computer technologies, which significantly restructure the practice of everyday life. Today the child already lives in a different world from the one in which his parents grew up. These trends are also evident in traditional areas such as play and toys. The development of the industry of electronic and computer games poses new questions for psychology: what impact they have on the development of a child, whether this activity can be called a game, in what relation does it stand to the traditional role-playing game. In this article, we will present an overview of the main studies in the field of the influence of computer games on child development, consider one of the options for introducing information technologies into the education and development of preschoolers (the program "Computer world of a preschooler"), analyze various types of computer games from the point of view of the possibility of occurrence in them role-playing behavior, we will reveal some of the features of computer games in general.

However, initially it is necessary to introduce the division of computer games according to their purpose and purposes of creation into entertaining games and games created for educational purposes - i.e. special programs in a playful way presenting specific educational material. Entertaining games can carry information and developmental potential (a vivid example of memory games and logic games), but they were created for the most part as projects not related to education. At the present stage of the development of computer games, the distinction introduced by us is becoming more and more complicated, since, on the one hand, the forms of educational games are approaching entertaining, learning through a computer is becoming more and more unobtrusive, fits into the fabric of the very plot of the game. On the other hand, entertaining games themselves (i.e., those that do not initially set educational goals) require the development of some baggage of knowledge, contain information, and help to acquire various skills. In this article, we will exclude from the scope of consideration games that are specially designed for specific learning tasks, based on specific approaches in psychology and pedagogy, and concentrate on entertaining games. When creating them, the recommendations of psychologists are far from always taken into account, they rather meet the demand and requirements of the market. It is these games that are most widespread, and they claim to be called "games" themselves.

Based on the above facts, we formulated the topic of our research: "Computer games as a means of developing the cognitive interest of a younger student."

The object of our research will be a computer game.

The subject of the research is a computer game as a means of developing the cognitive interest of a younger student.

The purpose of the work is to identify the possibilities of using a computer game as a means of developing the cognitive interest of a younger student.

Research objectives:

1.Examine the literature on the research topic.

2.Describe the basic concepts of work.

.To identify and study the possibilities of using a computer game as a means of developing the cognitive interest of a younger student.

Chapter I. Theoretical foundations of studying the features of computer games

.1 Socio-psychological aspects of computer games

In Russian psychology, the attitude towards entertaining games is somewhat dismissive: "... in general, gambling entertaining games are harmful because they lead to a thoughtless waste of time" (VV Rubtsov). The possibilities and requirements for the creation of educational training programs, methods of organizing the work of a child and an adult in a situation of using computer technology, and the function of a computer in educational activities are analyzed in detail. At the same time, entertaining, including narrative computer games in the form in which they are found on personal computers and game consoles are practically not considered, although they are becoming increasingly popular and becoming the first form of interaction with a computer available to a child. Their correlation with role-playing games and their impact on child development requires special analysis, since personal computers are becoming more widespread, video games are becoming a part of children's and adolescent subcultures, gradually displacing traditional games from the lives of children.

Computer games appeared in the 70s and within ten years became popular among children, first in the West, and then, with the spread of computer technology, in our country. A sharp jump in the distribution of video games is associated with the appearance on the market of video game consoles, such as Dandy and Nintendo, which do not require the purchase of an expensive computer, but work when connected to a TV. In the eighties and early nineties, a lot of research was conducted in Western psychology on the possible effect of video games on a child. Recently, researchers are again turning to this area in connection with a sharp leap in the development of technologies that have qualitatively changed the computer game.

There are two main areas of research in this area: the influence of computer games on the characteristics of personality development, social adaptation of the child and on his cognitive development. A small number of studies also touch on the second "vector" in the interaction of a child and a computer - the preferences of children to play, depending on the characteristics of the child's character, the analysis of games created by the children themselves. The effects of a computer game in the sphere of social and personal development of a child include addiction, the assimilation of stereotypes of aggressive and hostile behavior, sex-role stereotypes and the impact on the character traits of the players. Let's dwell on these aspects in more detail.

The study of the problem of preference for computer games is associated with the widespread prevalence of games and their transformation into the main form of children's leisure. In a study by Griffiths (1988), two types of motives were identified that make children and adolescents turn to computer games again and again. Players with the first type play for the pleasure of the game itself and for the sake of the result, satisfaction of the achievement motive, and possible competition with other players. With this type of motivation, the game is combined with other types of activity, the child communicates normally with others, and turns to computer games during rest and leisure. For players with the second type of motivation, play becomes a form of escapism. It is this type of addiction to the game and the withdrawal into the reality of the game that attracts the attention of not only psychologists, but also psychiatrists. The reason for this enthusiasm for computer games can be the child's inability to cope with the problems of everyday life, study, difficult relationships with parents, peers - in such cases, play is a form of reaction to stress, a way of avoiding reality, an expression of a feeling of helplessness. A computer game for such a child becomes the main pastime, he loses interest in other activities. Such a child requires the attention of an adult, possibly the help of a psychologist. Fisher identified maladaptive behavioral traits in this type of addiction, which include violations of social contacts (family, friends), lies and minor offenses for the money needed to buy games, a large amount of time spent at the computer or in the video room, turning to the game in a stressful situation, bad mood. But the number of players with a pronounced type of addiction to the game as an escape from reality is relatively small and the cases of psychotherapy of such withdrawals described in the literature (Keepers 1990) indicate that when solving external problems, normalizing the child's relations with others, such an attachment to the game disappears.

Domestic researchers of a computer game (Shmelev A.G., Burmistrov I.V., Fomicheva Yu.V.) analyzed the motives for using a computer game in adults. And in addition to the listed motives of pleasure, achievement and escapism, they offer self-knowledge, self-expression, self-development and training of certain skills (intellectual games and simulators) as possible motives of the game (when the very fact of interaction with the machine is attractive), and also the desire for power (strategy games). The authors also note that the player's motivation and attitude towards the game change with the accumulation of gaming experience.

The most widely studied sphere of influence of computer games on a child is the pronounced aggressiveness of the content of many games. Parents are also concerned about this problem. In theoretical approaches, two conflicting points of view can be distinguished - the theory of social learning claims that games containing models of aggressive behavior affect the child's hostility, that such models will be reproduced by him in reality. According to psychoanalytic theories, on the contrary, computer games make it possible to respond to aggressive impulses repressed by a child, to express feelings of anger, anger, the manifestation of which is not approved by others. In this case, play can have a catharsis effect, be a means of "self-therapy" for the child. Be that as it may, but the games that researchers evaluate as containing scenes of violence, aggression and cruelty, as a rule, occupy the first lines in the lists of ratings of the most popular games. Funk's research showed that 47% of 10-12-year-old Americans who play computer games prefer games containing scenes of aggression towards both fictional and human heroes, 29% preferred sports-themed games, 20% preferred neutral entertainment games, and only 2% - educational games aimed at learning. In the United States and Japan, systems for assessing the aggressiveness and cruelty of scenes shown in a computer game have been developed, as well as criteria for the appropriate age restrictions of the game (by analogy with the assessment of television programs and videos), but in the conditions of free sale of discs with games, control over their use is rather difficult. especially when the child himself is the main user of the computer.

The results of specific experimental studies of the relationship between the cruelty shown in play and the child's real aggressiveness are also contradictory. Some researchers speak about a short-term effect or about the absence of influence of the content of the game on the subsequent behavior and state of the child. The release of aggressive impulses and a decrease in hostility, relaxation after games with aggressive content are evidenced by the data of K. Buttner and Graybill D. But nevertheless, most researchers confirm the existence of a connection between the content of a computer game and the level of aggression in the child's subsequent free play, his hostility and anxiety. which were diagnosed by questionnaires and tests (including the Rosenzweig test and the Bass-Darki questionnaire). Moreover, this influence increases with the increase in interactivity (i.e. the player's ability to control the actions of the hero) and the realism of the game. It has been shown that younger children are more likely to directly reproduce the model of behavior of the hero of the game. At the same time, the question remains as to how long-term these effects are, whether they are transferred to real life (observations of the game and measurements were carried out in laboratory conditions). For ethical reasons, the study of actual cruelty and aggression is almost impossible. In the same cases, when individuals who had already shown aggressiveness, cruelty to others were considered, it was impossible to determine whether the primary interest in a particular type of computer games, or the personality traits of these subjects determined the preference for certain games.

Considering the problem "Play and aggressiveness", it should be noted that the conflict is a part of the game, a condition for the emergence of the very need for action. “Conflict is an essential element of all games. It can be direct or indirect, violent or peaceful, but it is always present in the game, ”says Chris Crawford, video game developer. In the most peaceful game there is an enemy: the computer itself, the running out of time or a growing mountain of figures (Tetris). It was on the example of the game of Tetris that Scott's research was carried out, in which an increase in aggressiveness was also obtained in those who play Tetris (a game absolutely free from scenes of violence). This game, despite its very simple idea and simple rules, rather quickly introduces a beginner player into a situation of frustration. Scott cautions against directly interpreting research findings that increase aggressive tendencies in computer gamers and introduces additional factors such as gender, age, personality traits, subjects' play experience, duration of the experiment, diagnostic methods, and type of play.

The influence of computer games on other aspects of a child's personality and his social adaptation has also been widely studied. In foreign studies, conflicting data have been obtained on the relationship between self-esteem, social skills, the success of children and adolescents and the time they spend playing computer games. On the one hand, play is a supportive environment where you can achieve results and assert yourself, but on the other hand, computer addiction exacerbates problems in social contacts, isolating the child, making it possible to escape from the problem. At the same time, the games themselves become an occasion for communication, a topic of discussion and rivalry in achieving a game result, which means that they can also serve as an instrument of socialization. A 1996 study conducted in the United States by Funk and Buchman showed that computer games in most cases do not cause school or social maladjustment, but, as in any area, there are risk groups. This work once again emphasizes the need to classify games, the impossibility of considering computer games, as well as people who are keen on them, as a single, homogeneous group.

In the study of Fomicheva Yu.V. some personality traits were identified, according to which significant differences were obtained among the groups of subjects playing and not playing computer games. Students who had extensive gaming experience showed higher results in assessing activity, egocentrism, demonstrativeness, dominance, insolence, higher self-esteem, and high independence from the group. At the same time, in a number of cases, problems in communication and features of moral development were discovered (negative assessment by the subjects of such qualities as empathy, adherence to principles). In the group with extensive playing experience, the predominance of the internal locus of control, a more differentiated and more contradictory self-image, and a high level of involvement and significance of the game were noted. These studies were conducted on students 17-19 years old and a direct transfer of their results to other ages would be incorrect. But their results are important for us as one of the options for predicting the development of children who are keen on video games, since if among today's 18-20-year-olds the number of those who play computer games is already great, then future generations will be even more keen on the computer.

One of the aspects of a child's interaction with a computer that has been studied in detail in American psychology is gender-role stereotypes. In culture (both American and, perhaps, in ours), technology in general and computers in particular are recognized as more of a "man's" business. Because of this, there are more men among computer users, and boys prevail among owners of game consoles and computers. According to our 1998 data, 40% of girls and 70% of boys at the age of 8 have access to computer and video games, which corresponds to the US data for 1994.

In this regard, we note that the games themselves are clearly focused on male stereotypes of behavior. So, in 47 games for the Nintendo console, studied by J. Provenzo, 115 male and 9 female images were presented, and none of the women found themselves in active or dominant positions, and, basically, they were injured or rescued. "Computer games are created by men for men" (Gutman) and they are part of the norm of male behavior, success in games is approved by peers and society. Girls initially show less interest in computer games and prefer less aggressive and less dynamic games than boys; they show significant differences in playing style. The “feminine style” of the game is characterized by a lesser desire to win and evaluate achievements, a preference for simple and flexible rules, realistic plots and a benevolent tone of feedback; On the contrary, “masculine style” is answered by the desire to win the game, the games-duels, the rigidity and complexity of the rules, the fantastic plots and the defiant, aggressive tone of feedback. These differences were revealed in the analysis of the preference for games by children of different genders, in the observation of the game and in the independent creation of computer games by children. Depending on these differences in styles, the researchers propose to distinguish between gender-specific games and neutral games that do not carry gender-role stereotypes, which the authors consider desirable, since they provide equal opportunities for all children.

The possibilities of the influence of computer games on cognitive development are associated not only with training programs and special computer environments, but also with the development of individual abilities associated with the success of training. The group of studies studying the connection between computer games and the cognitive development of a child includes not only research on intellectual development, but also on the development of perception, memory, reaction speed, training specific skills using a computer, the inclusion of computer technologies in teaching children of different ages, as well as research for special cases of development, for example, for rehabilitation (disabled people, developmental delay, trauma).

In the studies of Dastman, Goldstein, and others, results were obtained that indicate the possibility of developing memory, motor coordination, the ability to perceive space, attention with the help of computer games. These effects have been tested for different ages, both in subjects with no developmental problems and in subjects with cerebral palsy and minimal brain dysfunctions. In these experiments, simple reaction games and puzzles were used, while the effects of modern entertaining games are much more difficult to determine here because of their wide spread, both in content and in the actions of the player.

Many entertaining games contain a large amount of information due to rich content, and because of this, the child gains knowledge in the field of history, geography, economics, especially strategic games. Game creators often deliberately include in them the need to master a certain amount of knowledge and skills. But nevertheless, Lin and Lepper's research showed an inverse relationship between the passion for computer games and the academic success of adolescents, but this is more related to the amount of time they devote to study than to their level of mental development. At an older age (among students), this relationship was not found. The experiment of Owen and Bobko showed that when mastering the same material in the traditional way and in a computer game, the goals of which are not educational, but require the use of this information, the motivation was higher in the “computer” group, but in efficiency the computer was inferior to the teacher. The secondary, background value of the material, many non-educational goals, according to the authors, have reduced the "educational" effect of a computer game.

Analyzing the influence and developmental potential of computer games on the basis of his empirical research, A.G. Shmelev notes: “... while playing on a computer, a child ... actively interacts with an artificial one, but nevertheless interacts with some kind of world. At the same time, he learns not only to quickly press the keys, but also to build figurative-conceptual models in his head, without which it is impossible to achieve success in modern computer games ... and this shows their developmental potential, especially with regard to intelligence. " But at the same time, he also points out the danger associated with early introduction to a computer game: “... the conventionality of the world of games (as well as the world of“ cartoons ”) requires an extreme restriction in the preschooler's access to them, up to complete exclusion in some cases. Until the Image of the Real World is formed as an integrative basis of elementary common sense, the impact of conditioned games may turn out to be “schizophrenic” to a certain extent in the case of an impressionable child ... ”. A.G. Shmelev also notes the possibility of autism caused by a child's addiction to a computer game.

Nevertheless, computer technology is increasingly entering the life of a preschooler. Games and educational programs, the so-called "edutainment", are offered for children from the age of three. With the help of a computer, the child is invited to master the initial ideas about color and shape, develop memory, thinking and even speech. The specially simplified interface, plot introduction and animated instructions do not require an adult. Such games should be considered separately, and not only from the point of view of their influence on the intellectual development of the child, but also regarding their effect in the field of social development, the characteristics of relations with parents in children who communicate with a computer from a young age.

1.2 General psychological characteristics and typology of computer games

computer game educational student

Role-playing game is the leading type of activity of a preschooler, since the main new formations of age appear in it, it "... is a source of development and creates new zones of proximal development" (Vygotsky L.S.), the following types of activity are differentiated in it ... D.B. Elkonin wrote about the meaning of play in the following way: "... a new psychological form of motives arises ... there is a transition from motives in the form of preconscious affectively colored direct desires to motives in the form of generalized intentions on the verge of consciousness." ... A new motive arises in the game - not to be like an adult, but to be an adult, to take a new place in the system of relationships, to carry out important activities, by the end of preschool age these motives acquire a specific form - the desire to study at school (L.I. Bozhovich). Role-playing game, the main content of which is the norms of human relations, becomes a way of mastering moral norms. In the game, the child acquires the skills of social interaction, in this interaction, in the transitions "I - I-in-the-role" and the coordination "my role - the role of a partner" there is a cognitive and emotional decentration. When the child obeys an unconscious rule, and then a rule that is identified before the game, the child develops arbitrariness. The play develops the child's imagination, visual-figurative thinking, and also "... the preconditions for the transition of mental actions to a new, higher stage are formed - mental actions based on speech."

Play is closely related to other types of preschooler's activities: productive (drawing, construction, application), initial forms of work and learning, perception of a fairy tale. Drawing, designing, fantasizing at 3-5 years old have a plot and play character in children and are closely related to the living of the depicted events, they, like play, are procedural and can be accompanied by a narration (L.F. Obukhova).

Play is a complex activity that develops in ontogeny and has its own internal structure. D.B. Elkonin identifies the following structural components of the game:

· the role that the child takes on;

· conditional situation created for the implementation of the role;

· game actions for the implementation of the role;

· playful use of objects, which makes playful actions possible;

· real relationships between playing children, developing in parallel with play, role relationships.

The role is the constituent moment of the game, without it the game is impossible. The essence of the role is the recreation of social relations, behind which there is a rule of action, a mode of behavior. The prerequisite for accepting the role turns out to be the separation of certain real relationships for the child. The rule of play, contained in the role, characteristic of the younger preschooler, is the beginning of mastering the method of real action of the person whose role the child takes. In this regard, "... the development of personal self-awareness (that is, the separation for the child's consciousness of his relations with others, therefore, both the personal position and the desire to take a different position) is the result of the game", - considered D.B. Elkonin. The separation of relations occurs gradually, the content of the role develops with it.

The criterion for the child's acceptance of the role can be the appearance of a play name, the selection of role speech. With the emergence of a role, the possibility of a new relationship plan arises: "I - I-in-the-role", here at the same time there is an awareness of the difference between the real position of the child and the position of the adult, the role of which he plays, and control of role actions. “A person is always two people. It starts very early, which is the whole point ... (role) is not an image of the other, it is an image of myself through the other, that is, what I want, I strive to be. " In this regard, another criterion for the emergence of a role (especially at the stage of defining a role before playing) can be the child's ability to refer to his own character as to another, the dialogue “I” - “I-in-the-role,” the ability to say something to himself. playing someone. The fundamental possibility of such a dialogue can be seen in a role-playing game with a toy (doll), when a child develops a dialogue between "mother" and "child", moving from position to position and simultaneously holding two playing roles. It is such a dialogue, apparently, that is one of the psychological mechanisms of the formation of inner speech, and hence thinking, self-knowledge and inner mental life in general.

The fulfillment of the role becomes the main motive of the game, obedience to the rule contained in the role brings pleasure to the child. The role reveals the meaning of the game, makes it possible to accept, understand and obey the rule. The rule itself receives its external, objective existence in the drawing of the role. The role makes the execution of the rule attractive, arouses the desire to "do the right thing", gives an emotional coloring to the game: "... there is an organic connection between the role and the rule of behavior and the gradual separation of the rule as the central core of the role being performed." The rule becomes an affect, the child learns to consciously regulate his manifestations through submission to his own rule. A new form of desire arises - to act correctly, in accordance with the ideal form, given by the rule.

In studies of the development of play in preschool age, conducted under the leadership of D.B. Elkonin, it was found that in the game there is an evolution of the rule from the unconscious to the conscious, as if the child opens the rules, separating them from the game. The role, on the other hand, develops from an expanded, open form to a hidden one contained in the rules of the game. Games with rules also contain traces of roles, sometimes recorded only in the name of the game (Cats and Mice, Sorcerers) or in special words that organize it (Boyars).

However, the development of role play does not end at preschool age. Despite the fact that at school age the game is replaced by a new leading activity - educational, the game does not leave a child's life when he crosses the threshold of school. The development of thinking, mastering reading and writing, as well as acquaintance with the basics of a foreign language expands the range of games available to the child, causes a surge of interest in computer games.

Although rule games and sports games prevail at school age, role-playing does not disappear. The study of the role-playing game of younger schoolchildren and adolescents showed that in conditions of playful motivation, students' initiative, independence, and creative activity increase. For schoolchildren, play helps relieve stress, which quite often occurs in educational activities, it is a means of establishing relationships with a peer. Since the educational process is focused mainly on individual work, the share of interpersonal communication in primary school age is mainly played.

Schoolchildren play has its own psychological characteristics. The circle of plots of schoolchildren's games is richer and more varied, the share of dramatization games is higher, heroic themes are preferred. D.B. Elkonin highlighted the dynamics of the development of play action in preschool age: from real actions to generalized, conditional actions and actions in the internal plane. In the younger school and early adolescence B.S. Makhlakh recorded a return to action as close to real as possible. Children of 9-11 years old try to recreate the situation of the game as much as possible, they can prepare attributes for a long time, it is more difficult to agree to the game substitution of objects. If for a preschooler it was important to "be like an adult", then for a teenager, the question is probably "to be" - to try to really live the situation, overcome difficulties, show some of the hero's traits (but show them yourself!), As if checking how close to an adult model. Schoolchildren no longer act out generalized social positions, but characters, qualities of an “ideal” adult, and possibly an “ideal self” - this image just appears in a more or less individualized form.

If in preschool play the very process of playing a role gives pleasure, then in pre-adolescence and early adolescence it is important to really show some qualities of an "ideal character", that is, express yourself through the role. This is especially noticeable in the play of 11-13-year-old adolescents, when the situation again becomes conditional, and in the first place is the play itself - the quality of the actor's performance. The heroic "extreme" plots are replaced by funny, ironic ones, which allow a vivid play-around. This is not quite a game anymore, since it loses its procedurality, becomes not a game for itself, carries the function of revealing the “I” for others. Therefore, one of the conditions for a schoolchild's participation in a game is the involvement of reference figures in it, as well as the same perception by all the players of the game as a significant activity. The older the child, the more he “plays for the viewer”, plays for others, and his playing position is directly related to his position in the group, and a change in one of these positions often entails a change in the other. At the age of 11-14 years, there is a danger that the child will "play" and begin to transfer play relationships to real life: the plan of role relationships is intertwined with the real - such situations sometimes arise among participants in long-term role-playing games (for example, based on the works of R. Tolkien).

Games at primary school age arise without the help of an adult and sometimes in secret from him and from other children. "Secret" gaming communities, on the one hand, satisfy the need for a reference group, on the other hand, they make the game safe (protecting it from the skeptical opinions of others). In adolescents, however, play requires a special organization, for them non-situational communication prevails, which does not require joint activity, but is itself valuable for them. The game, even organized by important adults, may not be accepted immediately - the child needs to get involved, make sure that the situation is safe. There are also interesting fantasy games that arise on the threshold of adolescence (and sometimes continue from childhood), completely occurring in the imagination, or based on artistic creativity or a semblance of director's play. Such games are usually played alone, coming up with endless adventures, exploits of a fictional hero. The game is kept secret from others and has a protective function of going into one's own world. Such heroes, as a rule, reflect the ideal image of themselves and allow the cherished desires of a teenager to come true in their world. So, the main changes in role play in primary school and adolescence are as follows:

· the role should now include the possibility of real manifestation of significant qualities of the child's own personality, i.e. self-disclosure;

· rules reflect not only the norms of social interaction, but also moral norms, methods of interpersonal interaction;

· an imaginary situation should contain real difficulties and their overcoming;

· the plan of real social relations in the game becomes very important.

These changes are associated with a change in the very motive of the game, which goes from preschool “to be like an adult” to adolescent “to be yourself” (to reveal your “I”). Accordingly, new aspects of social relations are brought to the center of the game: instead of an ideal generalized image of an adult, a specific hero in all the richness of his character and relationships. But, nevertheless, the essence of the game remains the role as a way of orientation in the system of human relations and the search for one's place in it.

The possibility of the appearance of a role in a computer game was for us the main subject of consideration. Computer games are a very heterogeneous group and include many different ones, incl. and pure non-gaming methods of interaction between the player and the computer or with other people playing through computer networks. In different games, the game situation and the position of the player in relation to it are set in different ways, and, depending on this, they present different possibilities for the emergence of role-playing behavior in the process of the game.

In the history of the study of computer games, several reasons have been proposed for dividing them into groups: by purpose (educational and entertainment); by content (displayed area of reality); military, sports, aviation and car simulations, puzzles, etc. stood out.

The first classification in the domestic literature was proposed by Shmelev. It is based on the characterization of mental functions included in the game process.

Games that stimulate formal-logical and combinatorial thinking ("MasterMind", "Minesweeper", computer versions of chess or checkers).

Gambling games that require making intuitive irrational decisions ("computer" poker, games with sweepstakes)

Games associated with training sensorimotor coordination, attention, reaction speed, these include sports games ("Tennis", "Football", "Billiards") and "conveyor" ("Catch", "Tetris", "Splat").

War games and martial arts games ("Kombat", "Commandos", "Karate") often contain elements of tough combat or violence, can contribute to the development of emotional stability, serve as a socially acceptable way to discharge aggressive impulses, but are contraindicated in people with an unstable psyche.

Games of the pursuit-avoidance type ("Pacman", "Dig-Dag"), the intuitive component of thinking and emotional-sensory perception is included in the gameplay; games serve as emotional release, which is devoid of aggressiveness (as in war games).

Adventure games (adventure games, or "Arcade" games) are a heterogeneous class from a psychological point of view. The author distinguishes two subclasses: games of the "visual maze" type, where the player sees the entire playing field ("Rise-out", "Infernal") and games of the "diarama maze" type, where the visual field is narrowed to the size of the real one ("Lori", " Eden "). "Visual maze" requires the player to predominantly visual-active thinking, locomotor skills; “Diaram maze”, on the contrary, is an abstract modeling of the missing elements of the visual field, which proceeds with the constant inclusion of the operative memory.

Simulator games (Boeing747, Rally) are difficult to describe in terms of any dominant mental property that must be included in the gameplay. These properties directly depend on the structure of professional activity or the specific skill that the game simulates. The author also includes games of an administrative and economic plan ("Business", "Exchange").

This classification was drawn up in the late 1980s, and over the past 10 years, computer technology has changed a lot. The classification does not include many of today's popular multimedia games. A modern computer game requires the inclusion of many ways of reaction and, often, combines several types at once described by A.G. Shmelev.

An attempt was also made to analyze games from the point of view of the motivation for the player to refer to them. A.G. Shmelev singles out several functions of the game, reflecting different human needs - self-testing, psycho-training, social adaptation, the need for rest, etc. Myers identified four criteria for the study of the motivational sphere of users: fantasy, curiosity, task complexity and interaction. The experts were 11 frequently playing students. The author identified three factors that explain the needs underlying play: play as an “achievement”, play as social activity, and play as meditation.

It should be noted that the above typologies are focused mainly on the adult user of computer games. They involve the use and training of already established psychological formations: logical thinking, sensorimotor coordination, etc. It is also assumed that the personality-semantic sphere of the subject of the game is formed: the hierarchy of motives, reflection, the ability to volitional and voluntary behavior. We are not interested in the use of ready-made (become) psychological qualities, but in the possibility of their formation and development in the process of a computer game. As you know, the most intensive period of the formation of the main psychological neoplasms falls on the preschool and primary school age, and one of the most important conditions for their formation is role play. Taking into account the growing expansion of computer games at a young age and the tendency to oust role-playing games from the lives of children, the question of the possibility of compensating for the deficit of traditional games through the use of computer games arises. Since, as noted above, the unit of play activity for both preschoolers and junior schoolchildren is the role, we assumed that the developmental potential of a particular type of computer game will be determined by the possibility of accepting a role, namely by the child's position in relation to play reality and individual characters of the game. It is this aspect, in our opinion, that should become the basis for the classification of computer games.

Our classification is based on the generally accepted division of games according to the content and actions of the player. We tried to analyze the position of the player in relation to the game reality and the possibility of identification with game images as one of the factors of accepting a role in the game. We have identified three fairly large groups of games based on the position of the player: above the situation, outside it, or inside - these are strategies, storytelling games, and simulations, respectively. When considering the types of games, we will try to highlight in each type a certain set of characteristics that give both a general idea of the game and those related to its structure and the possibility of playing positions in it. We offer the following characteristics as such:

· description of the player's position in relation to the game situation

· scatter of game plots

· ways to set a role in the game

· the nature of the game action

· emotional and intellectual involvement

· age-specific targeting and accessibility of the game

· the possibility of building partnerships in the game (with another child / with the hero of the game)

Not all computer games fall under this classification; it will be necessary to separately mention puzzles and traditional games transferred to the computer, as well as arcades (platform games), a type of games widespread on game consoles and slot machines.

PUZZLE AND TRADITIONAL GAMES PORTED TO A COMPUTER. ("SUPER", "LINES", "TETRIS", PASIANS) is a very large and, in fact, the oldest form of computer games. This group can be divided into static and dynamic games. Static are mostly traditional games, such as pencil-paper ("Dots", "Tic-tac-toe"), card games (solitaire, "mahjong"), and also created as computer games ("Minesweeper"). Dynamic games and puzzles use the capabilities of a computer to create moving objects, but in fact they often remain puzzles, i.e. games for logical thinking and ingenuity. In dynamic games, the speed of reaction is also developed, the ability to quickly assess the changing situation of the game ("Tetris", "Arkanoid").

Many puzzles make it possible to play both against the computer and against a real enemy (in this case, the computer acts only as a game space and means). When playing against a computer, the effect of personalization, “animation” often occurs - the machine is perceived as “good” or “harmful”, specially playing along or “overwhelming”. A similar effect has been observed in both children and adults. Other features of computer versions of traditional games with rules are still waiting for their researcher, but when analyzing the possibilities of assuming a role in a computer game, consideration of this type of games does not make sense.

ARCADES (PLATFORMS) ("THE LION KING", "ALLADIN", "SONIC") are a very widespread type of games, the first one available to a child due to the simplicity of the idea and interface. The task of the game is to control the movement of the hero of the game and guide him through a sequence of labyrinths, obstacles, etc. The position of the player, as well as in storytelling games, can be described as the position "out of the situation". But an important difference is that in arcades the character of the hero, his features are not highlighted and do not matter for the game. The hero is not personified and can be replaced without changing the meaning of the game. Role-playing behavior is impossible due to the lack of a semantic plan in the game.

The main motive for addressing is probably the achievement motive (since there is a constant assessment during the game) and a special "state of flow" that occurs during the game - checking the border "will pass / will not pass" - the optimal state of attention (post-voluntary), an increase in tension and discharge. The effect of the flow is achieved due to the increase in the complexity and speed of the game, which occurs in parallel with the formation of the game skill - the optimum of motivation is maintained. This sense of pleasure from the very process of the game (and not from successive achievements) is also available in simulators. This focus on the game process differs from pleasure from the process of playing in a role-playing game, since in computer games it is associated not with living the role of another person, but with creating optimal conditions for one's own activity. There is no going beyond the limits of the I, but on the contrary its disclosure and investigation of the boundaries of one's own action.

Strategies are characterized, first of all, by a clear position of the player over the game reality - this is, as a rule, the modeling of management and command processes. Control objects can vary in nature, from a pizzeria to a galaxy, from an amusement park to an army. In terms of content, they distinguish economic, military, sports strategies. Games of this type can be played both in real time and step by step (the player's move is the opponent's move, the computer's move). The main actions of the player are resource management and planning based on data on the state of the object and the actions of the enemy. The rules are laid down in the logic of the activity itself and are revealed during the game with the development of the object (the growth of the city, the advancement of the army or the development of business). In this kind of games, as a rule, there are advisers, hints, who help to understand the rules and possibilities of action. For effective management, it is necessary to take into account many factors inherent in the game program, information about them is displayed on the screen, the more such factors, the closer the model is to reality and the more difficult it is to control it.

The role in strategies is introduced at the beginning of the game as a designation of the position occupied by the player, changes with the development of the object, but only the title (position) and powers change, i.e. the capabilities of the player. This role does not contain a semantic, need-motivational aspect; the methods and technology of action are revealed in the game. Such a game does not reflect the system of human relations, although the action is generalized, abbreviated and reflects the logic of real human activity.

The pleasure of the game is rather intellectual ("... how smart I am ...") than the pleasure of playing a role (".. I can be a good emperor, commander, ruler ..."). An imaginary situation has not been created, where the player’s “I” would be included, there is more likely a computer model (sign, logical system) and the action is performed on this model, and not on reality (and not “as if on reality”), which it represents and it is perceived as an action with a model, a dialogue with a machine. Losing in such a situation is an intellectual loss, it does not evoke emotions adequate to the simulated reality (regret due to the destruction of the city, death of people), perhaps because reality is not personified, it is impersonal. This is an economic game with rules, but there can be no talk of revealing the human meaning of actions. In theory, the reverse process is even possible; devaluation of specific unique characters and conditions, consideration of them in terms of benefits for the overall development of the system, the priority of a rational approach and objective laws over individual attitudes.

As a rule, there are no partnerships in strategic games, since the game consists in managing a certain set of factors and making managerial decisions and does not require taking into account human relations. Game problems, conflict arises from the logic of the development of activities, as well as in opposition to the computer (in military strategies). Strategic games provide an opportunity for several users to play in one reality, but, as a rule, the situation of opposition and survival of one of the players is set. These multiplayer games are a game of skill competition.

From this point of view, it is interesting to consider a game that simulates evolutionary processes, incl. changes in the genotype under the influence of the external Environment, which includes learning and educational influences from the player - the model of "parenting" ("Creatures"). Creatures raised on a computer screen are capable of independent activity, experience "feelings" of fear, pain, joy, and multiply.

The activity of raising a kind of "creature" - norn, can cause both emotional involvement and feelings reminiscent of pride and grief for a real child. This is connected with the very type of modeled activity, which is significant for any person, and with the elaboration of the image of the foster-creature, each norn as a result of education becomes unique, while he expresses emotions, tries to communicate with the player. An attempt was made in the game to simulate the development of speech - the player himself constructs the language that he will use when communicating with the norn, the linguistic abilities of the norn are small, but his activity in the process of conversation greatly increases the involvement in the game and his "animation". The developmental model of a creature is based on reinforcement, the main means of upbringing are slapping and stroking, later the same, expressed in speech. The uniqueness and "animality" of the norn, the dependence on the player and the creature's trust in him draw the player into a semblance of relations, a semantic plan, important for the game, arises. The game has no goal and rivals, there is no focus on the result, and this makes it akin to a real director's game of children (computer daughters-mothers).

An interesting moment is the transition from the position of confrontation and overcoming the prevailing circumstances in most computer games to the need for cooperation, lack of purpose and resistance in "Creatures". The situation when it is necessary not to win, or to manipulate a creature, but to follow him, help and support him, is atypical for computer games and causes uncertainty at first, and attempts to return to the position of rigid manipulation characteristic of strategic games.

Strategic games are outwardly similar to playing with toy soldiers and construction, but in a computer game there are much fewer opportunities for creativity, the child's freedom is limited by the laws laid down in the computer ("Chapaev will never swim ...", although in the child's play it is quite possible to save him). The construction of a computer city is also limited by the laws of building a real city, and not by the imagination of a child, and its success is assessed in terms of the economic feasibility of buildings, and not beauty, originality, or playable possibilities of the design.

As the main motives for turning to strategic games, we can assume the motive of achievement, power and cognitive motive. These games also provide a wide field for experimentation, allowing one to study the patterns inherent in them in the direct changes of factors, using the possibility of returning to a certain stage of the game and playing alternative paths of development. The widespread occurrence of such experimentation and the use of the reversibility of computer action, the ability to return to a saved state, confirm the absence of a personal, personified relationship to the objects of game reality.

Strategic games carry a lot of knowledge about various kinds of objects and their development and interaction, information on geography, history, biology. In these games, logical thinking develops, the ability to take into account several factors, plan your own actions and predict possible moves of the enemy according to the logic of action. They contain great potential for intellectual development, but do not provide the opportunities inherent in the role-playing game, since they are oriented in the operational and technical side of human activity, its logical foundations, but not in the need and semantic sphere. In these games, the aspect of human relations is not represented.

The main difference between stimulants is that the player is inside the situation, the game is played from the first person, “from the eyes” of the hero - that is, the visible picture is limited by the field of view of the hero of the game. In our opinion, this type of games can be attributed not only to the traditionally included aircraft and car simulators, but also games, usually called "adventure games" ("Doom", "Quake"), in which the player moves through different spaces (corridors, rooms, caves, etc.), examines them, enters into battles with game opponents.

All these games, except for the position "within the situation", are related by the presence of a game task (mission) - i.e. the goal and the specified conditions for its achievement. To win, in addition to the speed of reaction and sensorimotor coordination, in this type of games, figurative memory and orientation in three-dimensional space, as well as specific skills corresponding to the simulated reality, become significant. This type of games originated from computer simulators used to train pilots. In their development, these games seek to recreate reality as much as possible, mastering them becomes more and more difficult, it is this type of games that is used to teach specific skills and is used in the American army. For example, the hours that the player "flew" in one of the flight simulators are counted in compulsory flight practice upon receipt of a real pilot's license (based on the materials of the magazine "Game.ex").

The range of game plots of modern simulators is very wide, you can find games that simulate almost any area of human activity for which movement is important, the dynamics of external actions (sports, aviation, car, military operations ...).

In these games, the operational and technical side of the activity is brought to the maximum. Hardware is being created that brings the action closer to reality - pedals, steering wheel, helmets, gloves. These games are closest to virtual reality, they create the effect of being present in a situation, the reality of a game action. The meaning of actions is given in the form of the goals of the "mission", the role - in the form of a photograph and a "personal file" of the hero. But being included in the situation, the reality of actions makes the hero of the game the person who performs them “alter ego”, presented at the beginning of the game practically disappears. This involvement in the situation brings great opportunities for the release of aggression, the usual barriers are removed, since the very situation of confrontation provokes tough, aggressive actions. On the one hand, we can talk about the absence of a role, on the other hand, about the possibility of transfer. It has been shown in empirical studies that the measure of interactivity affects the subsequent transference of the action.

Consciousness of oneself as a pilot, fighter or driver arises in simulation games not as a result of accepting the role of a hero, but with the acquisition of skills, the ability to "drive a car", "fight", "conduct an air battle." It is as close as possible to the real life of the impossible in ordinary life, instead of the child's play unreal living of the impossible (with a hoop instead of the steering wheel of an airplane, a sofa-ship), but they can be related by the reality of experiencing, being aware of oneself as a pilot or a driver. But if the child plays out the "ideal pilot" (soldier, driver, etc.), then in a computer game it is proposed to become a real pilot, with training flights, with mastering the entire technological side.

In simulation games, experiences can be very different depending on the nature of the simulated activity - from the joyful feeling of flying to aggression and fear. The experiences are very real and, according to our observations, young children can experience very intense fear even when watching an adult play. These games provide an opportunity to realize unrealizable desires, to try out inaccessible forms of behavior. In simulators, rather than in strategy games, pleasure appears from the very process of the game, from living (but not the role, but oneself) in unusual situations.

Partnership in a single-player game cannot arise in the absence of the role and image of the “other” (not with anyone!), But in the multiplayer version (playing through the Network) social relations arise in the game space. Players meet, create stable groups that can cause the same "unions" to fight, all this takes place in the computer space, but these are relationships between real people. Then the game becomes a kind of place and occasion for communication. Here, just a double plan of relations may arise - opponents in the game can be friends in reality. Perhaps a role also arises here - as some special characteristics of the player as, for example, a soldier, different from his characteristics as a real person. But apparently the comprehension of what kind of soldier I am (different from other soldiers) arises only when another person is looking at me. The role is perceived through the eyes of another and exists in relation to his position; in his absence, the player is not interested in what kind of soldier he is (who he is playing).

These games are mostly addressed to adolescents and adults, but in reality they become available much earlier (from 7-9 years old). The reality of difficulties, extreme, unusual plots of such games correspond to the peculiarities of the play of a younger teenager. Trials and overcoming in a teenage game must be actually lived, and not symbolically indicated, and computer games provide such an opportunity. Revealing and asserting one's “I” in attractive, difficult situations with a romantic coloring becomes important for a teenager, and a computer game is a “safe danger”, a test without consequences (physical), an opportunity to get thrills.

Simulators develop the speed of reaction, sensorimotor coordination, the ability to perceive spatial images, give an outlet to emotions and the realization of unrealizable desires, they can form certain skills - for example, driving a car, but they are more a game-exercise (exercise outside of utilitarian activity) than an activity for the assimilation of meanings. This means that they cannot replace the traditional role-playing game in terms of its significance for the development of the child.

In the class of storytelling games, we classified games with a continuous, evolving storyline. They can be defined as an interactive movie or cartoon, where the action unfolding on the screen requires the direct intervention of the player. He controls one or more heroes of the story. The hero moves under the control of the player, overcomes obstacles, performs various actions, interacts with other characters.

The position of the player was defined by us as the position "outside the game situation", since in most games of this type, he observes the actions of the hero from the side. The action is separated from the player and is passed on to the hero.

The plots of such games are mostly similar to the plots of literary works, movies and cartoons. Many games are created in the fantasy style, popular among teenagers, based on adventure and historical works, based on famous films and TV series ("Koloboks are Investigating", "The Pink Panther", "The X-Files").

Taking into account the characteristics of the hero, awareness of his functions in developing events are necessary for the game. From our point of view, this is the only type of games where role-playing relationships can arise that could be compared with a traditional role-playing game. We have already indicated the possible types of "relations" with the hero of a computer game as "identification" or as "cooperation". It depends on the flexibility, "pliability" of the hero - the ability in the game to act at will, freely. If the hero can carry out actions that seem necessary to the player - "acts like me" - then identification arises - the hero = my mirror. If there is a certain degree of "resistance" of the hero, his independence from the wishes of the player, restriction of freedom of action arises a forced adjustment for him.

Two large groups of games can be distinguished among storytelling games: quests and RPGs (role-plaing games). These groups differ, mainly in the way the hero is assigned and the nature of the game actions. In the quest, the hero is introduced "ready-made", with his features, information about him is provided at the beginning of the game, is revealed in the process, for example, in interaction with other characters, or is already known to the player from movies, books, etc. The storyline of the quest, as a rule, is limited and the range of available actions, objects and heroes "leads" the player according to the plot, which has, perhaps, several development options, but is pre-written.

Unexpected actions are prohibited, lead to an absurd result, or ignored. With such a high "resistance" of the game, it comes down to an intellectual duel, solving a story, the main actions of the player are the solutions of logical and combinatorial problems, strung on the plot of the game, and exploratory behavior. The hero of the game will be seen either as a means of solving problems - a pure object relation, or as a travel partner.

The RPG has a unique opportunity to model the hero - to change him at the request of the player. The structure of the hero's personality includes physical characteristics (strength, dexterity, endurance ...), psychological (intelligence, cunning, leadership abilities ...) and life skills (fight, theft ...). Changing the "personality type" of the hero leads to a change in the scenario of the game, game tasks, interaction possibilities. Such games are, in fact, models of the social world, providing the opportunity to live the story "in the shoes" of various heroes (not necessarily human). In addition to the rich opportunities for exploratory behavior and experimentation with the model of social relations, in this case there also arises the possibility of identification with the hero. Separately, you can consider the nature of the characters created, the closeness to the ideal image of the "I" of their authors. Such modeling of one's own "ideal behavior" is close to the child's role play. It enables the realization of unrealizable desires and impulses, the test of inaccessible ways of behavior, many RPGs are played over the network and creatures representing other people can inhabit them along with programmed characters. And although people who fall into this kind of game reality obey the existing rules independently of them and cannot change the conditional situation of their own free will, these games open up freedom to establish role-playing relationships with other people or for role-playing behavior with respect to “programmed” characters. Relationships established within the framework of roles sometimes become more free and liberated than real ones, those who play more often show feelings, express emotions, and are more open (A.E. Voiskunsky). These games become a separate sphere of life, and social life, since, within them, friendly contacts are established, communication goes beyond the game and a real plan of relationships is being formed. But online RPGs require a fairly high degree of mastery of computer skills - networking, as well as knowledge of the English language, and therefore are not available to a child of preschool and primary school age, the main users of these games are older adolescents and adults.

Having considered the main types of computer games, we can make sure that the possibility of a role arising in them is associated with the appearance of another person in the game. Computer modeling of personality is not yet at the level when unexpected, unpredictable and unique reactions, a response to illogical, “wrong” actions of the child, are possible. Social interactions, which are the essence of traditional games, with computer characters become regimented and limited by the imagination of their developers. But, nevertheless, in many ways a computer game is close to a real game. A computer game, like traditional role-playing, is a symbolic-modeling activity. The action taking place in it is unreal, the meanings of individual actions are unclear without understanding the rules and conventions of the game. An imaginary situation is set by rules, game space and game objects. In a computer game, there is no need to use substitution, game assignment of new functions to real objects, since the computer space itself is a substitute for the real, inside it you can create any necessary object. The computer world is always secondary, there is nothing in it that would not have been contained before in the real world or in the imagination of its creator, but at the same time it is not limited by the framework of physical laws, any resources are available in it to recreate the situation, virtual embodiment of the most fantastic ideas. At the same time, the creation of an imaginary situation in a computer game is problematic and has some peculiarities:

... “In (real) play, the child operates with meanings that are divorced from things, but inseparable from real action with real objects - ... the separation of the meaning of a horse from a horse and transferring it to a stick ... and real action with a stick as with a horse ... "(LS Vygotsky). In a computer game, there is no separation of meaning, there is no discrepancy between the visible and semantic fields, but there is also no real action (action in this reality), everything takes place in a conventionally visual reality, and, possibly, is accompanied by real experiences, like a substitute action in a real game. The decisive role of the word in creating and maintaining a conditional situation disappears, since the situation is not imaginary, but visual. This means that it loses its developing potential in the field of mental development - with the loss of mediation, the development of thinking through the separation of meaning (thought about an object) from the object itself. As already indicated, there is no need to introduce substitute objects into a computer game, because the technology allows you to create almost any objects in the virtual space of the game. And game actions carried out in a computer game do not become generalized and minimized over time. If play actions with a child's substitute object in real play could be called a bridge between detailed object-oriented and abbreviated and generalized mental actions (Elkonin D.B.), then a computer game cannot help bridge this gap. In real play, prerequisites arise for the development of imagination and the transition of mental actions to a new stage - mental actions based on speech. Interestingly, in the first computer games, reliance on speech was necessary, since all communication between a machine and a person was built in the form of a dialogue, and it was necessary to master special methods of constructing a phrase, terms (the first quests and RPGs are similar to an interactive book). But the development of technology has made it possible to visually represent the situation, the introduction of sounding speech and music, new ways of interacting with a computer (for example, a mouse). Holding the situation verbally is no longer necessary.

The problem of creating an imaginary situation in a computer game also consists in the fact that, as a rule, the player acts within its framework, but cannot change it. This situation is external to the child, he does not create it, but falls into it. When modeling social relations in a computer game, if the computer becomes a partner in the game, the child is forced to master the system of relationships embedded in the computer. He cannot amend the program or offer an opportunity for the development of the plot that was not foreseen by the program (it will not be understood). A computer does not have the flexibility and sensitivity of a living partner in the game; it is impossible to get an unexpected action from it, a reaction to an unexpected turn of events. Changing an imaginary situation, carried out in a real game in a matter of moments by renaming objects, fixing new rules of the game, is practically impossible in a computer game or requires a long-term setting of the game environment (this usually happens before, and not during the game). Thus, the game becomes less free, less controllable by the players, the possibilities of self-expression in the game are reduced.

A computer game is both a "serious" and a "make-believe" activity. An alternative reality is proposed in which the child crosses the stage of play (as a non-utilitarian, “fake” action - in virtual reality, his activity is quite “serious”), he acts in it as a full-fledged hero, a participant in events. A computer game does not react "for fun", responding with equally "serious" actions, both to the behavior of the child and to the behavior of an adult. But at the same time, it is a "recreation outside the immediate utilitarian activity", modeling, and not real activity. In a computer game, it is impossible to realize oneself as a small one and to develop a motive “to become an adult”, since in virtual reality an adult and a child are equal, the difference is only in the degree of mastering the modes of behavior, but the requirements and “social situation” are the same for them.

In the realm of real social contacts and human relations, one cannot try (outside special conditions - for example, a training group - tests can lead to undesirable consequences), an action performed in relation to another person cannot be replayed, corrected. According to many authors (for example, L.F. Obukhov), the need for preliminary orientation in the ways and meanings of human relations, in the consequences of their actions, is the reason for the emergence of an internal plan of action in general, and games, in particular, as an activity to recreate and master the system human relations. In computer reality, you can always go back, replay, try other options. But these options are limited by the range of reactions laid down by the creator of the program; they bear the imprint of his ideas about the system of human relations, and do not actualize the child's ideas about it. But the moment of mastering the ideas embedded in the computer about the system of human relations, about the possible options for various actions and their consequences, is successfully used to create a certain type of games, specifically aimed at developing the player's set attitudes, positions in relation to the problem. Games have been created that simulate situations associated with the use of drugs and alcohol, as well as simply reproducing events from everyday life, with playing the results of decisions made and the ability to return and replay situations of choice to change the consequences. As a result of such games, adolescents' attitudes against drug use were strengthened, and an awareness of their own responsibility for decision-making appeared. But these games, aimed at adolescents and adults, are more a form of educational and advocacy work than the development of real relationships through play.

The stage of preliminary orientation in a computer game appears not at the semantic level, but, first of all, at the level of action. A distinctive feature of interaction with a computer is the awareness of the method of any action before the start of its implementation. To transfer an action to a computer reality, it must be separated, decomposed into parts understandable to the computer - recoded into a form accessible in accordance with the interface - i.e. indirectly. When interacting with a computer, it is impossible to act according to its own unconscious rule, the rule must be communicated to the machine by someone, otherwise it will not be able to react to the actions of the player. The rules of a computer game exist before it starts, they can be revealed, but they are not generated in the process. This means that both the rule and the mode of action must exist in the child before the game, the path of their development does not go through a computer game, it requires already formed actions.

The main problem for us is the possibility of accepting a role in a computer game. First, not all games generally have the reality of social relationships. And secondly, even in those games where the possibility of a role is provided, the sequence of game actions is known in advance and is set in the game program. Consequently, the player is imposed not only on the name, the general features of the role, but also on its drawing, all play actions for its implementation. Often, the image - the prototype of the proposed role is not singled out at all, and is revealed in the course of the game, which means that there is no basic prerequisite for the child's acceptance of the role - the selection of the corresponding layer of relations, the characteristic features of the character. In a situation of such an "independent" existence of a role, in our opinion, there are two possible options for attitudes towards it:

· identification, transfer of a part of "I" to a computer character, and further development of the action as a director's game, as controlling some animate "creature", but the peculiarity of this game is that the child has a limited ability to influence the scenario of the game;

· in the case of perceiving the game character as a partner, the emergence of a relationship to him as to another, playing with him.

To identify the possibility of accepting a role, in our opinion, the position in which the player finds himself in relation to the situation, the way he sees what is happening, is important. Computer technologies make it possible to depict the situation both "from the eyes" of the hero, the game as if from the first person, and from the side - "from the third person." A look at the actions of the hero from the outside, objectification of behavior should contribute to his awareness and make it possible to identify with the hero, accept the role. On the contrary, being dissolved in the situation, the absence of detachment, the retraction of the "I" do not contribute to the emergence of a role - as an acceptance of the function of another, the desire to "be like the other." Under the conditions of the fusion of “I” and the role, there is no awareness of oneself, the peculiarities of one's behavior, manifestations of the “I” in the game.

As we have shown in the analysis of certain types of games, most computer games either do not assign a role, or provoke a variant of the “fusion” of the “I” and the role (the most striking example of this is simulators). And only the appearance of another person in the game, as a partner or even an adversary, makes it possible for the emergence of one's own role-playing behavior. This means that an individual computer game cannot replace the traditional role-playing game in the development of a child. But, nevertheless, the computer environment can become a "place" and a way of new communication, incl. game. Earlier (at preschool age), the introduction of a computer game into a child's life can have a positive effect on intellectual development, prepare a child for life in a world that widely uses new information technologies, but cannot replace traditional forms of play: plot-role-playing, directorial. Therefore, such interaction of a child with a computer should be limited and cannot occur to the detriment of traditional forms of children's activity, play and creative. Many computer games meet rather the needs of playing in later ages - teenage play. But more detailed theoretical and experimental studies of computer games are a matter of the future.

Chapter II. Studying the possibility of using computer games in the pedagogical process in order to develop cognitive interest in younger students

.1 Computer game programs as a means of developing cognitive interest in primary schoolchildren

The study of the development of children shows that all mental processes develop more effectively in play than in other types of activity.

The leading activity during preschool childhood is a game. In primary school, teaching should be the leading activity. Learning arises in play and gradually takes on the role of leading activity.

L.S. Vygotsky, considering the role of play in the psychological development of a child, noted that in connection with the transition to school, play not only does not disappear, but, on the contrary, it permeates the entire activity of the student.

Play is the activity most mastered by kids. In it they draw samples for solving new life problems arising in cognition, labor, and artistic creation. Therefore, reliance on play is the most important way of involving children in educational work, a way of providing an emotional response to educational influences. The game, as it were, synthesizes cognitive work and creative activity. Any new knowledge or skill acquired by a junior student prompts him to act with him. The nature of this action is playful, as the closest and most understandable for children from their previous experience.

Among the variety of games that are used in working with children, didactic games take on mainly a cognitive load, the function of intellectual development.

By the nature of the material used, didactic games are subdivided into subject, verbal, board-printed or logical games; computer games, etc.

Computer game programs are of interest to younger students and provide an educational and developmental effect if they are created according to the principle of solving game problems. Children are interested in those game tasks in which events, life situations are presented, reflecting his impressions, knowledge gained outside the game. In a computer game, both one life episode and several episodes expressed in game tasks can be played. First, general, and then more specific game tasks are proposed, consistently leading to the implementation of the plan. Individual game tasks, united by a common meaning, are always interconnected, sometimes their combination is unusual, they have their own logic of development, affect the emotional saturation of the game. It is important to learn in each game not only to highlight the plot outline that provides a specific educational and developmental effect, but also to be able to isolate game problems, methods and means of solving them.

In programs for younger students, it is recommended to use methods of external encouragement. In games where a binary reaction is required (such as right wrong ), various ways of demonstrating this reaction are possible: a graphic symbol that is conditional (green circle - good, red - bad), in a meaningful graphic way, and therefore represents value for a child (smiling or sad face).

It is necessary to rationally use the unique technological capabilities of computer games. For example, the dynamic nature of the computer presentation of educational content makes it possible to show many phenomena in the form of interconnected continuous transformations. Therefore, in these programs, knowledge is laid that cannot be assimilated under ordinary conditions in all the diversity and unity, which must be distinguished, presented more vividly, in dynamics; show what the child cannot or does not have time to notice in natural conditions.

The most effective are computer games that directly correlate with non-computer games or make it possible to include a computer game in the role-playing and other organizational forms of play by children of primary school age.

We believe that computer games do not replace, but complement all traditional forms of games and activities, they are a natural way of introducing younger students to new information technologies, to operating with sign forms of thinking, if they are organically included in the leading activity of the previous stage of child development (preschool age) - the game.

Due to the interconnection of different types of games, including computer games, the child masters the ability to independently and proactively solve game problems, which are gradually becoming more complex in terms of the content of knowledge and the degree of generalization of actions, rising in their development to a higher level.

Practical psychologists have largely contributed to the popularization of computer games as a means of developing sensorimotor, perceptual and higher cognitive functions.

Sensomotor. the popularity of computer games in the field of applied psychology, in our opinion, was largely predetermined by the possibility of quick and effective training of sensorimotor functions. In almost every second work, the authors mention as a side effect a decrease in the time of a simple reaction at the end of a game session compared to the beginning. Elements of game design are increasingly used in traditional computer techniques for teaching compensatory and pursuit tracking. The most typical among the studies of the influence of computer games on sensorimotor functions are the experiments of Orosi and Alan. The experimental group consisted of 10 people who played a computer game for 15 minutes. The control group at this time was in the next room and was engaged in neutral activities. The time of simple reaction and reaction of choice was measured before and after the experiment. The results showed a significant difference between the results of the control and experimental groups, which speaks in favor of the effect of "computer" training. There was also obtained data on the better development of sensory-motor coordination skills in the group of "players" in comparison with non-playing users.

Spatial functions. Many authors talk about the strong developmental effect that computer games have on spatial functions such as pursuit and compensatory tracking, receiving information from numerous objects distributed in space, and mental rotation. Cordes showed that psychomotor skills developed in the course of computer games persist for a long time. For example, university students who played computer games 18 months ago were found to have more developed sensorimotor skills and a more effective perception of spatial relationships than students who had never played with a computer. Another study examined the effect of video games on the perception of space in children aged 10-12 years. The results showed that when performing the preliminary spatial task, the performance of the boys was significantly better than that of the girls. However, after a series of special computer games in all children, regardless of gender, the perception of space improved, which allowed the authors to express the idea of the possibility of using these games to correct the dynamic concept of space in children and to compensate for the insufficient development of spatial abilities. Similar results obtained by other authors have shown that the game "Tetris" promotes the development of spatial imagination in adolescents of both sexes.

Attention. Greenfield et al. Studied the effects of video games on diffuse visual attention. The subjects were divided into two groups: experts and novices. The criterion was how often they played computer games before the experiment. The results showed that both novices and experts paid more attention to those positions in which a target was more likely to appear: in addition, experts paid less attention to positions where a target was unlikely to appear. Thus, the practice of playing video games allows you to distribute attention more economically.

Thinking. Computer games are widely used to study thought processes. For example, the game "Hyper Card" is a wide field for the study of cognitive and metacognitive processes in solving various kinds of problems. In such works, the authors often operate with the concept of "cognitive flexibility", which is understood as the ability of a person to find the greatest number of fundamentally different solutions to a problem. Charades, rebuses, vocabulary tables are traditionally used to develop cognitive flexibility. The preliminary results of experiments with computer games allow us to evaluate them as a highly effective tool for the development of cognitive flexibility, creativity and other forms of critical thinking in students. Convincing evidence has been obtained that the use of computer games also improves a number of other mental functions, visual-efficient operations, the ability to anticipate and strategic planning. Classes with a computer contribute to the rapid accumulation of knowledge about technical devices in general, which provides a fertile ground for the development of "design" skills among young users.

Communication skills. Littleton and co-workers studied the effectiveness of dyadic interaction in children who were offered an arcade-type game. In the first series of experiments, children (11-12 years old) had to solve problems arising in the game alone, in the second series - in same-sex dyads, and in the third - in opposite-sex dyads. A significant increase in the efficiency of problem solving and satisfaction with the game was obtained in the last two series compared to the first. The gender of the partner had an insignificant effect on efficiency, which, according to the authors, indicates the leveling of gender stereotypes in the process of game interaction. Similar results were obtained in younger children. Brin and Haring believe that computer games can help alleviate a number of communication difficulties in adolescents. Teenagers 13-14 years old took part in the experiments, making up three dyads: three with normal social interaction skills and three with communication difficulties. The frequency of entering into social contact and satisfaction from it were studied in two different conditions: 1) playing computer games, requiring the interaction of partners; 2) individual games. After the experiments, social interactions were analyzed. The results showed that 5 out of 6 subjects in the first series compared with the second had an increase in the frequency of entering into social contact, a greater degree of satisfaction from the game, and also greater satisfaction with their partner.

Computer games in education. The use of computer games as a teaching tool has become a reality today. Among the domestic developments, it should be noted the products of the AF Computers company, which creates original games for foreign language classes in primary grades, as well as a package of programs in mathematics and geometry with game elements from the Nikita company. Travel games allow the user to easily learn a minimum of foreign words and expressions necessary for communication. Another attractive side of these games is the ability to effectively memorize the names of cities, rivers, terrain by the student, which is very important for the assimilation of knowledge of geography. Computer games are also used to teach algebra and even in preparation for physical education classes, for example, to practice the strategic aspects of playing table tennis. Partly comical against this background is the order of the US Army to develop a computer game for teaching the alphabet and spelling to illiterate soldiers. Grigorenko and Rutman showed that an important indicator of psychological readiness for school is the stability of attention, which can be successfully diagnosed and developed with the help of special computer games. Play methods can be of great help to the teacher in teaching reading. So, in Schwartz's work, one group of preschoolers was taught to read with a teacher using the DISTAR method, and another - using special computer games. The training was mainly aimed at distinguishing between phonemes and the letter composition of words. The results show that although the improvement was observed in both experimental groups compared to the control, the effect was more pronounced in the "computer" group. Hubbard writes that computer games have become widespread in foreign language teaching, and in this regard, he discusses two issues facing software developers and teachers. the first is how to determine if students will consider a tutorial to be a game, and the second is how to determine if it helps students learn a language. Computer games have been successfully used, for example, to develop communication flexibility in students studying English as a foreign language. The author believes that research into what makes a computer game interesting is the key to understanding student motivation. Benedict's article describes an interesting experience of teaching general psychology students and applying their knowledge to creating games with specified ways of influencing the user. Students read literature on the course "Operant Learning", then they programmed simple computer games. Further, the students observed the influence of these games on adolescent test subjects. What is valuable here is not so much computer games as the very approach to the education of practicing psychologists. The author has created a model of the activity of a psychologist who is able to translate his own knowledge into the language of a computer game algorithm and, in part, translate it into a real program. The emergence of a professional of this type is very promising both for practice and for the development of psychological science itself.

The theory of educational computer games has been created, allowing students to master the knowledge necessary for social workers. Such programs increase motivation and interest in learning, as well as the quality of higher education and the professional level of practicing psychologists. Some authors suggest creating a library of computer games that would be useful for both social professionals and clients. The criteria for the selection of educational games are called social significance, the level of difficulty, the duration of the game, its amusement, the possibility of feedback. These games include "Wheel of Fortune", "Bricks", "Concentration", "Skix" because they develop verbal thinking, eye movement coordination, short-term memory and spatial imagination.

As for other types of professional education, the practice of computer games here ranges from teaching dental students to simulation games in the fields of marketing, management and diplomacy. The famous computer game "Pacman" is currently used as one of the selection and training tools for German air traffic controllers. Gopher et al report better results for pilots who have trained using computer games. At the same time, the results did not depend on whether the emphasis was on special skills or on teaching various methods of controlling attention and processing information. Computer simulation is successfully used as one of the ways to prevent air crashes. Here the authors note the greater efficiency of computer games in comparison with traditional methods - playing roles and training on simulators. The use of computer games does not require large expenditures and allows you to simulate a real situation, which is characterized by a time limit for making a decision.

From the above, we can conclude that computer games are becoming a powerful tool for the development of the human community and cannot be considered simply a useful "artifact" of computer technology. They must be understood and studied as an integral part of the culture. Thus, Baird and Silvern conclude that the computer environment is inherently gaming and, therefore, can provoke various forms of play. In the ontogenetic aspect, computer games allow children to learn to better control the world around them and involve them in developmental activities, forming culturally approved knowledge and skills. The developmental effect depends on the design of the game, its accessibility for the child, compliance with his level of development and interest. In the game, he can control the level of difficulty, rules, ways of solving problems, which allows him to create cognitive constructs that were inaccessible to the previous generation. Greenfield expressed the idea of the cultural conditioning of video games as one of the tools of socialization.

Most of the first appeared computer programs for children were aimed at learning, the development of cognitive abilities. Many exercises and assignments were previously in books, in cardboard and plastic sets. Book and cardboard materials wear out quickly, colors wear off, and sets become dull and unattractive for children. In the computer version, everything that used to be on paper and cardboard appeared. But computers with good color monitors have more attractive graphics. Many games are combined into a single package with a common game plot. Completion of tasks occurs as the passage of various stages in some park or labyrinth. There is always an accompanying person - a character from some children's cartoon, who tells the rules and helps to go further through the stages of the game. By playing games on the computer, children learn how to operate a computer - these are the initial steps for them to learn computer programs. All these circumstances determine the constant interest of children in computer games, constant positive motivation to study at the computer.

Individual game tasks in this genre are usually called logic puzzles. Often used in various designs, a game that can be called - find a match. In this game, about twenty to thirty pictures are closed. The player opens the pictures one by one, finding two identical ones, which then disappear. Although this game is mainly aimed at developing memory, it also trains attention and perception. Another common exercise is the computer version of "jigsaw puzzles" - pictures that are cut into pieces. From the pieces, you need to assemble the initial picture. This game trains mainly logical thinking, as well as other abilities - memory, attention, perception. The next popular exercise is to find your way out in the maze. As a rule, this task is complicated by the presence of enemies in the maze that can catch you. This game trains logical thinking, speed of thinking, attention.

Simple logic games are popular, which both children and adults love to play. Such games are collecting colored balls in a row, or certain figures from them (a kind of pinball); solitaire cards and the Minesweeper game available as an application to the Windows operating system; game "Reversi", in the children's version of which circles of two colors are replaced with apples and oranges. All of these games train logical thinking, and are popular as a break from work for adults.

Almost all quests include various logic puzzles. Many quests are just a simple set of puzzles, only clothed in the form of some kind of journey. In other quests, the general plot and the hero's journey are more important, and logic problems are auxiliary material. The set of logic tasks includes the popular tasks already listed by us, and there is also something more interesting. So, in the quest "Anastasia" there is a task in which, in a maze of bumps protruding from the swamp, you need to get out of the environment of small creatures that can be destroyed by jumping over them. As educational quests known to us, we can indicate such as "Mystery", completely aimed at the development of cognitive abilities; "The Tribe of Simba", "Winnie the Pooh and the Tiger too", "The Lion King" have good graphics and interesting cognitive tasks.

2.2 Using computer games as a tool in the educational process

The basis for preparing a child for the use of computer technologies in the learning process is the principles of didactics, which determine the requirements for the content, methods, organizational forms and teaching aids focused on achieving the learning goal. From the analysis of the general properties of information, its types and functions, the influence on the development and upbringing of a person, the requirement follows: the information circulating in the educational process should be effectively used at each specific stage of the educational process, at every moment of the activity of the teacher and student. This determines the choice of methods, organizational forms and teaching aids that should ensure the activity of students' cognitive activity, when all their attention is focused on the essence of the phenomenon or process being studied, and not on the computer, which acts as a teaching tool.

The main task of using computer technology is to expand the intellectual capabilities of a person. Currently, the very concept of learning is changing: the assimilation of knowledge is giving way to the ability to use information, to receive it with the help of a computer.

The use of computer technologies in the modern educational process is a completely natural phenomenon. However, the effectiveness of their use in teaching depends on a clear understanding of the place that they should occupy in the most complex complex of relationships that arise in the system of interaction "teacher - student".

The use of computer technologies changes the goals and content of training: new methods and organizational forms of training appear. Updating the content of training is associated, first of all, with the increasing role of humanitarian training, the formation of a consistent natural-science understanding of the world around in students.

The introduction of computer technologies creates the preconditions for the intensification of the educational process. They make it possible to widely use in practice psychological and pedagogical developments that ensure the transition from mechanical assimilation of knowledge to mastering the ability to independently acquire new knowledge. Computer technologies contribute to the disclosure, preservation and development of trainees' personal qualities.

Historically, pedagogy has always used information means (means of storing, processing and transmitting information) in its activities; their improvement increased the effectiveness of training. Therefore, the use of a computer as the most perfect means of information, along with the use of a book, a pen, TV, calculator, video recorder, etc. in the study of educational subjects naturally entails the improvement of the learning process. The evolution of computers and software has made them quite easy to learn for the most untrained users, including even preschoolers.

In modern pedagogical literature, the concept of "computer education" is used more and more often. development, education and training of a person in a computer environment, in conditions when a computer is a subject of study, an instrument of activity, a means of self-realization.

With this approach, the goals of computer education are clearly defined - the development of higher mental functions, the formation of personality traits - education, independence, criticality, responsibility, reflexivity. The types of activities in the computer environment are also more clearly represented: the student learns, develops, communicates. A computer in modern conditions is not just an electronic computer; it is a source of information, a tool for its transformation and a universal communication system that ensures the interaction of all subjects of the didactic system, including those with whom communication occurs indirectly through a computer program.

The computer has been used as a working tool for a long time and is recognized by society as a necessity. In the field of education, the computer is gaining a strong position. The idea to use computers in teaching children belongs to Professor Seymour Papert. Working with J. Piaget. For the development of abstract thinking, an environment is needed that allows you to actively create a product, using and creating new abstract concepts. This environment could be a computer. The theory of J. Piaget, according to which the child learns in the process of playing with the objects around him, had a strong influence on S. Papert. Recalling his childhood hobby for cars, S. Papert, for example, concluded that it was his interest in them that opened the "object - thought" connection for him and made it easier in the future to comprehend mathematical abstractions. A child, being by nature a very gifted student (S. Papert is convinced of this and finds grounds for conviction in Piaget's theory of cognitive development), may gradually lose the taste for learning. One of the reasons for the formation of a child's fear and unwillingness to learn S. Papert sees in the division of all people, accepted in modern society, into capable and not capable of learning, into those inclined to mathematical sciences and "humanities". S. Papert believes that it is not a matter of ability, but of the organization of the learning process. For S. Papert, a computer is, first of all, a means capable of giving the learning process a natural, non-formalized character. In his opinion, a computer can change the nature of teaching - not something specific, but teaching in general - and make it more interesting and effective, and the knowledge gained - deeper and more generalized. In fact, S. Papert proposed the concept of the school of the future, the starting points of which are the natural curiosity of children and the means for satisfying this curiosity. S. Papert does not try to transfer the functions of a teacher or a textbook to a computer. The main idea is microworlds, which are some models of the real world, which the child himself creates with varying degrees of detail. If a child is an “architect of his own intellect” (J. Piaget), then he should have at hand everything necessary for work, and above all - “transitional objects” that serve us as metaphors with the help of which we transform the experience of bodily manipulations with things into conceptual generalizations and abstractions. But how can one find out what can serve as a "transitional object" for a child? Advances in computing have made this idea not so fantastic. Now a computer can cope with this task, the essence of which is its versatility, the ability to imitate. Since it can receive thousands of faces and perform thousands of functions, it can satisfy thousands of tastes and requests.

A wealth of experience in using a computer as a teaching tool has been accumulated in the USA, Canada, France, Bulgaria. Despite the different approaches to the organization and content of computer activities, the results obtained largely agree:

1.Stable attention in the process of working at the computer and a huge interest in it are noted. French researchers state that the greatest interest is observed in children when they achieve the best results in computer game activity; children are more passive when faced with difficulties in solving assigned tasks.

2.All older preschoolers show persistence and patience that are not usually characteristic of children of this age.

.Several types of motivation for children's activities at the computer were identified:

a) interest in a new, mysterious subject - a computer;

b) research motive (desire to find answers to questions);

c) the motive for the successful solution of cognitive tasks.

4.The use of computer games develops "cognitive flexibility" - the ability of a person to find the greatest number of fundamentally different solutions to a problem. Abilities for anticipation, strategic planning are also developed, visual-effective operations of thinking are mastered.

5.At the computer, children prefer to play together, finding a common solution. Adults only help children with advice. Joint computer games can remove a number of communication difficulties for children.

.The role of computer games as a diagnostic and rehabilitation tool is increasing: at present, computer games are used as a means of helping children with writing impairments, due to difficulties in learning to count, to improve coordination, and diagnose spatial abilities. The computer can be effectively used to correct speech, vision, and work with children with mental retardation. Computer games help anxious and shy children to openly express their problems, which is important in the process of psychotherapy.

.The use of computer technology helps to identify and support gifted children.

About 90% of American children aged 5 to 17 use computers, and 59% of them use the Internet.

Similar data were obtained in the course of studies conducted by the US Department of Education in 2001 and 2002. In both cases, the rates are higher than those among adults. The age of users of the global network is steadily declining. Among American five-year-olds, one in four children use the Internet, 60% in the 10-year-old group, and almost 80% among children aged 16 and over. Almost every school in the US has a global network connection. On average, educational institutions have one computer with Internet access for every 5 students. Despite this, students prefer to use the Internet at home, which, according to the authors of the study, suggests that many teachers do not have enough Internet skills yet to use it during lessons. According to a 1998 study commissioned by Intel, the home personal computer is ubiquitous in the UK. The results of the Gallup poll, which covered over 1000 respondents, showed that the personal computer has long ceased to be the property of exclusively academic circles, researchers and specialists, having become a familiar attribute of the daily life of millions of people.

The results of the study indicate the expansion of the newest areas of computer use (for example, the Internet), the increasing role of the home computer in the education and upbringing of children, as well as the enormous popularity of computer games among representatives of all age groups.

Here are some of the most curious findings from the survey:

1.The majority (90%) of respondents believe that a computer has become as ubiquitous a household item as, say, a TV.

2.According to 82% of respondents, modern children, in all likelihood, have a wider knowledge base than previous generations, precisely because of the educational opportunities that a computer opens up.

.Many (80% of those surveyed) describe computer games as exciting and innovative, and only 6% believe that they promote violence.

.According to 53% of respondents, unwillingness to learn how to use a computer indicates a narrow outlook, ignorance, stubbornness, technophobia, stupidity.

.Convenience and ease of use (36%), as well as assistance in the education and upbringing of children (34%) are most often mentioned among the main factors contributing to the growth in the popularity and spread of the home computer.

.Only a small part of the respondents admitted that they bought the computer solely for entertainment, while more than half of the users adore computer games.

.The Internet attracts more than sixty percent of users, and for 44% the World Wide Web is already one of the main sources of information.

In the application of modern information technologies in the educational environment of preschool institutions and educational schools, Russia keeps pace with the most developed countries, even outstripping them at the very beginning of the start at the conceptual level. The starting concept, which is based on the psychological theory of activity, is new in relation to the training direction adopted in many educational technologies in the West.

There is no doubt that children can master the methods of working with various electronic, computer novelties with enviable ease; at the same time, it is important that they do not become dependent on the "computer friend", but appreciate and strive for live, emotional human communication.

Introduction to information culture is not only the acquisition of computer literacy, but also the acquisition of ethical, aesthetic and intellectual sensitivity.

Children's computer activities include four interrelated components:

Active knowledge of the world by children.

Step-by-step assimilation of increasingly complex game methods and means of solving game problems.

Change of the subject-sign environment on the monitor screen.

Activating communication of a child with adults and other children.

As we said above, the range of using a computer in the educational process is very large: from testing children, identifying their personality traits to playing. A computer can be both an object of study and a means of teaching, i.e. two types of directions of computerization of education are possible: a) study of informatics; b) using a computer to study various subjects. At the same time, the computer is a powerful tool for increasing the effectiveness of training. Never before have educators received such a powerful teaching tool.

The computer significantly expands the possibilities of presenting educational information. The use of color, graphics, sound, modern video technology allows you to simulate various situations and environments.

The computer helps to strengthen the child's motivation. Not only the novelty of working with a computer, which in itself contributes to an increase in interest in learning, but also the ability to regulate the presentation of educational tasks according to the degree of difficulty, prompt encouragement of correct decisions have a positive effect on motivation. In addition, the computer allows you to completely eliminate one of the most important reasons for a negative attitude towards learning - failure due to misunderstanding, significant gaps in knowledge. Working on a computer, the student gets the opportunity to complete the solution of the problem, relying on the necessary help.

One of the sources of motivation is being entertaining. The possibilities of the computer are inexhaustible here, and it is very important that this amusement does not become the prevailing factor, so that it does not overshadow the educational goals.

The computer allows you to significantly change the ways of managing educational activities, immersing students in a certain game situation, giving students the opportunity to request a certain form of help, setting out educational material with illustrations, graphs, etc.

The use of computer technology makes it possible to make the lesson attractive and truly modern, to individualize training, to objectively and timely monitor and summarize.

One of the main conditions for the introduction of a computer into the educational process of children's educational institutions is that specialists who know the technical capabilities of a computer, have the skills to work with them, strictly follow the sanitary norms and rules for using computers in educational institutions, who are well versed in computer programs, should work with children. for preschoolers who know the ethical rules of their application and are familiar with the method of introducing children to new technologies. In addition, specialists should be well aware of the age anatomical, physiological and mental characteristics of young children and the upbringing and educational program in children's educational institutions.

When implementing information technologies, any coercion and suppression of the child's desires should be excluded.

In the classroom in the computer class, junior schoolchildren receive not only the first computer skills, but as a result of these classes they develop theoretical thinking. According to the authors of the program, this is due to the peculiarity of "acting" with a computer - where the mode of action is divorced from the practical field of activity and must be realized even before the action, otherwise it is impossible to represent it in the form of an algorithm-program. The absence of "direct hand interference" and the need to imagine every time what and how to do, leads to the development of abstract thinking and reflection, the ability to predict the result, enhances the design qualities of thinking. A new attitude to the error as a new task that can be solved independently by the means already available to the child and the constant reflection of achievements reinforce self-confidence, make the activity more attractive. Children, as a rule, work in small groups, and in the course of classes there is communication about the tasks to be performed, mutual assistance and cooperation.

With the help of a computer director's game and a real role-playing game, the authors try to connect the game and learning itself more closely. "Educational and training tasks in educational games are linked by a plot, and this plot is played separately in a role-playing or plot-didactic game." A comprehensive method of guiding the game has been developed, with four main components:

enrichment of the cognitive sphere of the preschooler, i.e. development of general ideas about the sphere of reality and human actions in it;

change and enrichment of the subject-game environment, i.e. selection of thematic toys, illustrations encouraging role-playing and director's games with a specific plot;

gaming experience in the computer room and in real games, moreover, with the organization of didactic games, where the child masters play methods of conveying real events (in the form of role-playing and dramatization games, including joint games with an adult), - the program includes targeted teaching of children to play ;

activating communication between an adult and a child in the process of educational and directorial games on a computer and role-playing games, such communication should be problematic in nature, support the child, stimulate his creative activity.

Conclusion

In all spheres of education, a search is underway for ways to intensify and quickly modernize the training system, improve the quality of education using computer technologies. The use of computer technologies in the educational process makes it possible to use psychological and pedagogical developments in pedagogical practice, which make it possible to intensify the educational process, to implement the ideas of developing education. The possibilities of computer technologies as a tool of human activity and a fundamentally new means of teaching have led to the emergence of new methods and organizational forms of training and their faster implementation in the educational process.

The transition to computer learning technologies, the creation of conditions for their development, testing and implementation, the search for a reasonable combination of the new with the traditional are difficult and require the solution of a whole range of psychological, pedagogical, educational, methodological and other problems. Among them, the following areas can be distinguished:

1.Development of a unified comprehensive scientific and methodological approach to solving the problem of introducing computer technologies into the educational process.

2.Development of a methodology for using computer technology in practice.

.Training of teaching staff for the development of computer learning technologies and their implementation in the educational process.

.Preparing students to use computer technology to acquire knowledge and skills.

.Material and technical equipment of the educational institution.

.Search, development and creation of appropriate methodological support.

In the educational process, a computer can be both an object of study and a means of teaching, upbringing, development and diagnostics of the assimilation of educational content, i.e. there are two possible directions of using computer technologies in the learning process. In the first case, the assimilation of knowledge, abilities and skills leads to an awareness of the possibilities of computer technologies, to the formation of the skills to use them in solving various problems. In the second case, computer technologies are a powerful means of increasing the effectiveness of the organization of the educational process.

Computer games have an essential relationship with children's role-playing games. Just like children's role-playing games for children, computer games are simulations of different spheres of human activity. Computer games, being a mobile model of any professional reality, allow for practical training in this area - to calculate resources, the dynamics of social processes, to create possible development options. For us, computer games are relevant as a game world that reproduces fabulous and mythological reality (fantasy style). These are adventure (quests), role-playing and strategy games.

Computer games are used by practical psychologists as a means of developing sensorimotor, perceptual and higher cognitive functions. The use of computer games for these purposes has shown their effective capabilities for the development and correction of sensorimotor skills, spatial functions, attention, thinking, communication skills and, in general, in the field of education. In the ontogenetic aspect, computer games allow children to learn about the world around them and involve them in developing activities, forming culturally approved knowledge and skills.

Computer game therapy has developed significantly, and has acquired a positive social status in the world of therapeutic practice. The results of the application show that with the help of computer game therapy, it is possible to carry out developmental - corrective work in the field of emotional, behavioral and personal qualities of a person. In this direction, computer games have significant, not yet disclosed, potential.

Developmental - corrective work with cognitive abilities is currently carried out mainly with the help of computer technology. The game form of many tasks and good graphics have an advantage over book-cardboard materials and manuals. A practical teacher-psychologist has a sufficient number of programs to develop thinking, attention, memory and other cognitive abilities.

Computer games can have an indirect, indirect or direct, direct corrective effect for corrective work with the main emotional and behavioral disorders - aggressiveness, depression, withdrawal, fears. They have an indirect meaning if individual episodes of a game are used in correctional work that simulate communication situations that need to be played by the psychologist with the child. In this, computer games are similar to book-cardboard materials, but they have an advantage over them in better graphics, interactivity and mobility of characters in computer games. Only some games have a direct, immediate corrective effect, but, obviously, the situation will improve in the near future, with the release of new programs for children. We also need an order from psychologists to manufacturing firms.

Role-playing, adventure and strategic computer games have a direct, immediate developmental - corrective effect that makes it possible to effectively use these games for the development of a wide range of personal, behavioral and emotional qualities of children. We find four directions of such application: 1) Social role-based learning consists in the fact that a child, playing a plot-role fairy tale and interacting with certain fairy-tale characters, develops models of communication and behavior necessary for social adaptation. The role-playing fairy tale game develops the entire spectrum of the child's feelings in the aggregate of emotional, intellectual and moral feelings. 2) The development of intelligence occurs mainly due to the development of logical, visual-figurative and visual-effective thinking. Other qualities of the intellect, such as intuition, experience, social cognition, moral thinking, also develop. 3) Role-playing games are psychological trainers of personal growth, since the main task in these games is to improve the player's personal qualities. Role-playing games are plot-based role-playing games aimed at learning and developing personal qualities, in the quality of which health, experience, intelligence, strength, agility, wisdom, charm, luck, accuracy, education, intuition, sensitivity, willpower appear in role-playing games. ... The child simultaneously learns what the structure of the personality is and learns to develop these qualities in the role-playing character of his choice in the game. 4) Networked communication media are organized in local networks and the Internet. Group games on local networks allow psychologists to solve the same issues as in conventional group therapy. On the Internet, not only joint games are organized, but also communication clubs, collective events - travel, excursions to culturally significant places, embodied in virtual reality.

List of used literature

1.Alaev A., Andreev V. What is RPG (Role Playing Games)? Concepts and principles. Game world navigator, 1997, no. 7, p. 56-61.

2. Bozhovich LI .. Selected psychological works. - M., 1995.

Voiskunsky A.E .. Group game activity on the Internet // Psychological journal, 1999, - №1

Vygotsky L.S. Lecture on the psychology of the game. // Questions of psychology. - No. 6, 1966.

Galanina M., Lil'in E. We are small children, we want to play. Computerra, 1995, No. 41 (121), p. 38-39.

Judy Salpeter. Children and the Computer: Parents' Handbook. - M., 1996.

Dolto F. On the side of the child. - SPb., 1997

Lysenko E.E. Computer play as a kind of creative activity. Diss. Cand. psychol. Sciences. - M., 1988.

Makhlakh E.S. Play activities of junior schoolchildren and adolescents. Diss. Cand. psychol. Sciences. - M., 1988.

Novoselova S.L., G.P. Petku. The computer world of a preschooler.-M., 1997

Obukhova L.F. Child psychology: theories, facts, problems.-M., 1995

Organization of the child's work on the computer. http://www.samovarov.library.com

Rubtsov V.V. A student at the computer: what is possible, what is not. // Foundations of social and genetic psychology M. - Voronezh, 1996.

Simonovich S.V., Evseev G.A. Entertaining computer: A book for children, teachers and parents. - M., 1998.

15. Smirnova E.O. Radeva R.E. Psychological features of computer games: a new context of children's subculture // Education and information culture. Sociological aspects. Works on the sociology of education. Volume V. Issue VII. / Ed. V.S. Sobkin. - M .: Center for Sociology of Education, Russian Academy of Education, 2000. - 462 p.

Fomicheva Yu.V., A.G. Shmelev, I.V. Burmistrov. Psychological correlates of enthusiasm for computer games // Bulletin of Moscow State University. - Ser. 14. Psychology. 1991.- No. 3.

Shapkin S.A. The computer game: a new area of psychological research. Psychological journal, 1999, No. 1, p. 86-102.

19.Elkonin D.B. From scientific diaries ... // Selected psychological works. - M., 1996

Elkonin D.B. Psychology of the game. - M., 1978.

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Ministry of Education and Science of the Russian Federation

State educational institution of higher professional education

“Tobolsk State Social and Pedagogical Academy named after DI. Mendeleev "

The use of educational computer games in the educational process of a comprehensive school

Introduction

Chapter 1. The role of educational gaming technologies in school

1 Educational computer games, their role and place in the educational process

2 Influence of educational computer games on the learning process

1.3 Classification of educational computer games

Chapter 2. Using educational computer games in the educational process

1 Criteria for the selection of educational computer games for the educational process

2 Educational computer games and digital educational resources

3 Approbation of the implementation of a computer educational game in the educational process when studying the topic "Algorithms" in basic school

Conclusion

Bibliography

Applications

Introduction

Research problem. The research problem is the insufficient use of educational computer games in the educational process.

Object of research: the process of teaching schoolchildren using educational games.

Subject of research: the use of educational computer games for better assimilation and consolidation of knowledge in the informatics lesson in elementary school.

Research hypothesis: It is assumed that the use of educational computer games in computer science lessons improves the quality of education.

Purpose of the research: on the basis of the analysis of the developed and conducted lessons, to reveal the effectiveness of the use of computer educational games in the educational process.

Research objectives:

1.Expand the concept of gaming technologies in teaching.

2.Study and analyze the literature on the topic under study.

.Consider educational computer games and determine their place in the lesson.

.Classify the varieties of educational computer games.

.Determine the aspects of the use of computer games in the classroom.

.Design, deliver and analyze lessons using a traditional teaching method and using computer-assisted learning games.

The theoretical significance of the study:

The application of gaming technologies in the educational process, their role and impact on the quality of teaching children are considered.

The following is submitted for defense:

1.Development of recommendations on the topic "Algorithms" in the school computer science course.

2.Development and testing of lessons on this topic.

Chapter 1. The role of educational gaming technologies in school

1.1 Educational computer games, their role and place in the educational process

-as independent technologies for mastering a concept, topic or section of a subject;

-as elements of broader technology;

-as a lesson (lesson) or part of it (introduction, explanation, consolidation, control);

a) teaching, training, controlling and generalizing;

b) cognitive, educational, developing;

v) reproductive, productive, creative;

G) communicative, diagnostic, professionally oriented, psychotechnical, etc.

The following components of the teaching can be distinguished in the game:

motivational, cognitive, orientational, content-operational; value-strong-willed, evaluative.

Motivational - associated with the attitude of students to the content, process of activity, includes the motives, interests and needs of students in the game.

Cognitive - includes the acquisition of new knowledge.

Orientational - includes the goals of educational and cognitive activities adopted by students in the process of playing.

Value-volitional - provides a high degree of purposeful cognitive activity, includes attention, emotional coloring of the game.

Evaluative-compares the results of game activity with the goal of the game. In the process, it is self-governing.

All these components of the game are interconnected with each other, they cannot be separated from one another, since they all determine the structure of the game, the elements of which can be:

-tasks;

-game rules;

-game situation;

-plot;

-game actions and results;

The typology of pedagogical games by the nature of the game methodology is quite extensive - subject, plot, role-playing, business, imitation and dramatization games.

Range of target orientations:

-Didactic: broadening one's horizons, cognitive activity; application of ZUN in practice; the formation of certain skills and abilities necessary in practical activities; development of general educational skills and abilities; development of labor skills.

-Educating: education of independence, will; the formation of moral, aesthetic and ideological attitudes; education of cooperation, collectivism, sociability, communication.

-Developing: development of attention, memory, speech, thinking, imagination, fantasies, creativity, empathy, reflection, the ability to compare, contrast, find analogies, optimal solutions; development of motivation for learning activities.

-Socializing: familiarizing with the norms and values of society; adaptation to environmental conditions; stress control, self-regulation; communication training; psychotherapy.

Now let's define what constitutes a computer game.

A computer game is a type of gaming activity, possibly with the use of multimedia technologies, as well as virtual or, in other words, alternative reality technology.

In the case of the competent use of sports and educational computer games under the guidance of a teacher, dependence does not occur. There are many reasons for this, let's highlight the main ones.

Firstly, in the educational process, games are used in a strictly regulated manner, taking into account age and individual characteristics.

Secondly, the area and role of the game in the lesson is strictly verified.

A child who learns the joy of OCI under the guidance of a teacher will choose the right computer games at home and reasonably spend time on them.

-update basic knowledge using automated computer programs that mark and analyze errors;

-use puzzles when compiling listings;

-make mosaics when studying reference material;

-apply training and test tasks programmed in a playful way;

-instruct the compilation of questions to test the knowledge of another student with the subsequent exchange of questions;

-make an assignment with writing plans for documentaries, cartoons, presentations about programming in the target language;

-compose an assignment with the preparation of presentations about programming in the target language, etc.

-hierarchy of subgoals for the successful completion of the game task;

-recommendations on key issues;

-answers to student's questions in an interactive form when such a need arises;

-traditional help system about the program with the ability to search for information by key terms, by sections, by the most frequently asked questions, etc .;

-emotional assessment of the performed actions in the background.

-physiological (health);

-activity;

-emotional (comfort, convenience, acceptability).

-discussion of current and final results of work on classroom hours, pedagogical and methodological councils, school website, school television, in periodicals;

-organization of interschool scientific and practical conferences with the involvement of students who took an active part in the development of educational games;

-involvement of scientists-educators in the organization and conduct of research, followed by summing up;

-personal exchange of experience with innovative teachers and educational scientists;

-organization of teleconferences, live broadcast on educational television, radio broadcast;

-conducting open lessons with the participation of student work, etc.

1.2 Influence of educational computer games on the learning process of schoolchildren

A game is understood as a type of activity that is characterized by the interaction of players whose actions are limited by the rules and aimed at achieving a goal.

A feature of computer games is that a computer acts as one of the players here.

In an educational computer game, you can acquire and consolidate knowledge, skills and abilities through activities according to given rules. It is necessary to distinguish two components in them: educational and play. In the lesson, one of the components may prevail, i.e. can be play while learning and learning while playing.

If the teaching component predominates, then the game provides ample opportunities related to the perception of knowledge, their consolidation, and application. In the case of the predominance of the game component, the game can be used as a means for visibility and increasing motivation for learning.

All educational games can be divided into three types:

1.Trainees: reinforcing and controlling, practicing the skills of the child.

2.Educational games are games that can help the student acquire new knowledge, skills and abilities.

.Educational games are games that help students identify and develop various abilities and skills.

4.Combined games are games in which all of the above types are intertwined.

In the traditional lesson of learning new material, there are four main stages:

1.Knowledge update.

2.Acquaintance with new material.

.Consolidation of educational material.

.Control and accounting of knowledge.

Knowing the structure and levels of a computer game, you can fully realize its capabilities in the lesson.

Any computer game used by the teacher in the lesson must, first of all, be analyzed according to the following questions:

1.At what stage of the lesson is this game applied?

.Does the material contained in the game satisfy the requirements of the content and adequacy of the material, the previously acquired knowledge, skills and abilities?

.Does the game provide feedback from the learner to the computer and the ability to adapt the knowledge gained?

The first group includes problems of a theoretical and methodological nature, the second - related to the development of teaching technologies, and the third - with the design of training programs.

The formulation and solution of the problems of each of the selected groups in relation to computer games have their own characteristics.

There are two things worth paying attention to:

1.Identification of the set of educational goals for the achievement of which the use of a computer game is most effective. The advantage of a computer game is usually associated with an increase in motivation, stimulation of initiative and creative thinking, involvement in educational activities of almost all students, their acquisition of cooperation experience and systemic representations, "structuring knowledge" that can be applied in various fields, combining them into a complex and balanced picture. the world.

2.This is the establishment of an optimal balance between play and non-play forms of computer learning. With frequent use of the game, it is "saturated", it becomes more and more difficult to maintain motivation.

1.3 Classification of educational computer games

To choose the right game, you need to know the types of computer educational games and the impact of each of them on a person. Analyzing the software, we can say that computer games have great opportunities for the general intellectual and emotional-personal development of children and their learning.

1.Feedback in the learning process;

2.Individualization of the educational process;

.Improving the visibility of the educational process;

.Search for information from the widest possible sources;

.Modeling the studied processes or phenomena;

.Organization of team and group work.

By goals and objectives, computer training programs are divided into illustrating, consulting, training programs, training control programs, operating environments.

Classification of computer games.

1.Educational games.

Programs of this type include:

-various kinds of graphic editors, incl. editors for creating images, "coloring", constructors that provide the ability to freely draw on the screen with straight and curved lines, contour and solid geometric shapes and spots, painting closed areas, inserting ready-made drawings, erasing an image, correcting a drawing in other ways;

-simple text editors for entering, editing, storing and printing text;

-"Environment designers" with a variety of functionalities for the free movement of characters and other elements against the backdrop of scenery, incl. those that serve as the basis for the creation of "director" computer games; "Music editors" for entering, storing and reproducing simple (more often single-voiced) melodies in musical notation;

-"Fairy tale constructors", combining the capabilities of elementary text and graphic editors for the formation and reproduction of illustrated texts;

These games involve a variety of pedagogical techniques for using them.

2.Educational games

3.Experimenting games

4.Fun games

5.Diagnostic games

-identifying the level of general mental abilities of children;

-assessing the level of development of mental and psychophysiological personality traits, such as memory, attention, perception, mental performance, intelligence, emotional state, neuropsychic status, as well as motor skills, speed of movement, etc .;

-identifying the creative abilities of children;

-determining the level of readiness of children to enter kindergarten;

-determining the level of psychophysiological and social readiness for children to enter school (physical development, morbidity, physical fitness, basic physiometric parameters of a growing organism, risk factors);

-express diagnostics of the child's fatigue in the process of computer studies;

-early diagnosis of the deviation of children from normal development.

The model of the pedagogical process is subdivided into:

Knowledge Model

Here are the main stages of the study of knowledge models.

1.At what stage in the general education system is the game applied?

Knowledge update; familiarization with new material; consolidation of new educational material; control and accounting of knowledge.

2.What are the learning objectives underlying the game?

3.Does the educational material contained in the game satisfy the requirements of the scientific content, the adequacy of the material to the previously acquired knowledge, abilities, skills, visualization of the educational material?

4.Does the game meet the required level of knowledge assimilation?

.Is the teacher satisfied with the norm of grades offered by the game?

Trainee model.

The following stages of the learner model can be proposed:

1.Determination of the degree of mastery of the material at the moment.

2.Is the requirement of students' activity and conscientiousness being fulfilled during the game?

.Are the psychophysiological characteristics of the student taken into account?

.What kind of feedback does this game provide? Knowledge of the result; informational feedback.

.What stage of adaptation does the game provide?

Management model

The main goal of this stage of the research is to study the features of the interaction between the teacher and students in the process of working with a computer game.

Let us highlight the following main stages in the study of the management model:

1.Is there a correspondence in this game of the character and method of presenting educational material to the required level of knowledge?

2.Which of the classical teaching methods can play support?

-Methods for acquiring new knowledge;

-Methods for the formation of skills and abilities;

-Methods for testing and evaluating knowledge, skills, and abilities.

3.Does this game conflict with the form of teaching chosen by the teacher in this lesson?

4.Do the methods of control in the game correspond to the individualization of learning?

Such an analysis allows the teacher to reasonably use a computer game in the lesson.

1.An educational game is a complex systemic formation that allows for various ways of presentation. In particular, it can act as an activity, as a process "interwoven" with another activity, and as a special form of educational activity. Each of these views has its own scope.

2.Game technologies are multifaceted, have their own specifics and influence on the pedagogical activity of the teacher.

.Designing educational programs is a complex multi-level process that has a systemic structure, which acts as a link between the theory and practice of computer learning.

.A computer game is a type of gaming activity, possibly with the use of multimedia technologies, as well as virtual or, in other words, alternative reality technology.

.An educational computer game is a form of educational activity that imitates certain practical situations, is one of the means of enhancing the educational process, contributes to mental development. In fact, OKI is a didactic game organized at a higher technical level.

.A feature of computer games is that a computer acts as one of the players here.

.All educational computer games can be grouped into the following large classes:

-educational games;

-experimenting games;

-trainers;

-combined;

-diagnostic games;

-fun games.

Chapter 2. Using educational computer games in the educational process

1 Criteria for the selection of educational computer games for the educational process

Like any educational material, educational computer games and programs must be assessed by a set of qualities.

What criteria should an educational computer game meet? What consumer properties of computer programs for educational purposes should it have?

Any OCI can be assessed according to the following criteria:

1)Saving student time with any additional graphics capabilities or included additional support tools;

2)by the amount of information for inductive inference (due to a large number of considered problems, a generator of examples, etc.);

)to provide opportunities for the creation of new teaching methods and the modernization of the content of training courses; if possible, access to related areas of knowledge.

The methodological properties of the OCI are assessed by:

1.ease of mastering the program and working with it;

2.the adequacy of the language and designations used in the program of the subject area;

.compliance with standard interface requirements;

.openness, i.e. the possibility of expanding the range of tasks to be solved;

.impact on teaching methods, opportunities to improve teaching excellence.

Economic feasibility is assessed by the range of intended users (market power); competitiveness; by openness to modifications and additions by subsequent versions and developments.

a) Flexibility of dialogue, i.e. the ability of the user to adapt the dialogue to suit his needs and adapt the system.