Computer games and education. Using computer games at school (US experience)

I have noticed a strange trend over the past six months: instead of introducing advanced teaching methods and techniques in educational institutions, we are in the midst of an open witch hunt for everything related to technology, gadgets and computer games.

Or maybe try to tame a dragon and benefit from practical experienceuse computer games in the educational process high school abroad?

Below, especially for those interested in the implementation of games in education (and I would like not only parents and developers, but also teachers and directors to familiarize themselves) is a translation and adaptation of part of the Games for a digital Age study with a classification by type of educational games, conducted by The Joan Ganz Cooney Center back in 2013 in the USA.

So, classification by types of educational games:

1. “We train and practice”
2. Puzzle game
3. Interactive learning tools
4. Role-playing games
5. Strategies
6. Sandboxes
7. Action/Adventure
8. Simulators

1st type – “We train and practice”

Short games aimed at acquiring factual knowledge or developing skills through repetition of actions. The focus is on small tasks, such as memorizing word definitions, math facts, or developing touch typing skills. Sometimes game mechanics are integrated into the learning content, and sometimes they are implemented at the end of a group of exercises in the form of gamification (giving the student a small reward or opportunity to play a game). quick game after achieving a certain result in the training section of the program). In some “teach and practice” games, instructions are introduced immediately in addition to the section with questions or practical exercises, they can provide feedback on correct and incorrect answers, differentiate instruction according to student responses, provide data for teachers and administrators, and can be used in conjunction with teacher-led classroom activities.

One of the most successful practice programs since the late 1980s, MathBlaster, is still available on Knowledge Adventure

creator of online games that include assessment and skills training in all core subjects according to US government standards. Students are pre-tested and then given exercises appropriate to their needs and level. After successfully completing sections of the lesson, students are offered a list of short motivational games as a reward. The program then provides teachers with assessment data.

2nd type – Puzzle game

Puzzle games emphasize problem solving skills. The simplest example- Tetris.

A new type of complex puzzle game is a sequence of interconnected puzzles that contain variations on the same theme, where you need to recognize a pattern, understand logic or some process. Typically, players must solve clues to win, allowing them to subsequently advance to a higher level.

is an educational puzzle game based on the process of protein folding. The main goal of this game, developed by a research group at the University of Washington's Center for Game Science, is to explore the different folding patterns of individual proteins using the various tools provided within the game. The researchers analyze the top-performing solutions to determine whether there are native, structural configurations that can be applied to corresponding proteins in the “real” world. Scientists can then use such solutions to solve real-world problems by eradicating certain diseases and creating biological innovations. Students who use the game are given points and can join groups and share solutions. Notably, the team of players used Foldit to solve the retrovirus structure of an AIDS-like virus that had previously stumped scientists.

3rd type – Interactive learning tools

Online learning tools or objects are small sections of online learning that can be easily integrated into larger programs. These elements may have game properties or may be associated with games or rewards. In secondary education, learning objects may be short animations, videos, interactive quizzes, or other tools.

Animated educational website for children BrainPOP,

which is often called a game, is actually more than 1,000 animated lessons with interactive elements such as in-app quizzes. Its short animations and interactive features cover science, social studies, English language, mathematics, art, music, health and technology, and are aligned with government curricula. Similar to the practice games mentioned above, these short animations fit easily into a school day. Teachers understand what it is, how to use it at certain points in the school day, and how to use it to achieve specific learning goals, such as memorizing math facts or information about George Washington. For younger children, there is BrainPOP Jr., with short animated games.

4th type – Role-playing games

Role-playing games depict a certain sequence of events in the game world, which gives the game a narrative element. Players have a wide range of options for interacting with the game world through their characters, and can take multiple paths or retrace their steps and revisit eras and places they have previously explored (Hitchens and Drachen, 2009). Role-playing games are especially useful in subjects such as social studies, for example, where students can be immersed in a specific historical time period and deal with the challenges that that period of study posed in order to more fully understand concepts such as slavery or civil society. right.

Multi-User Virtual Environments (MUVEs) are a form of role playing games and simulator games that allow participants to access virtual worlds, interact with online artifacts, represent themselves online through an avatar, communicate with other participants by taking part in events that simulate the real world (Dede, Nelson, Ketelhut, Clark and Bowman, 2004).Early role-playing games such as Oregon Trail were extremely popular in schools. In this simulator, students took on roles that required successfully navigating the difficult conditions the pioneers faced as they expanded westward.

educational game founded by former Supreme Court Justice Sandra Day O'Connor. It is designed to teach students civil law and inspire them to take an active part in U.S. democracy. iCivics includes role-playing games that simulate the experience of being “president for a day” or defending a cause in Supreme Court. This game meets state standards and includes teacher resources, lesson plans, and PowerPoint presentations. Its modular format is particularly attractive to educators, allowing them to select specific pieces of content and link that content to state standards. iCivics is a free resource for schools.

Funded by the National Science Foundation (NSF), Rice University, the CBS Television Network, and the American Academy of Forensic Sciences, it is a series of role-playing games based on the television series CSI: Crime Scene Investigation designed to teach students about the forensic science process, as well as other problems in the field.

Second Avenue Software's new game aims to inspire girls to study engineering, technology, science, math and careers - also aligned with emerging science standards.

5th type – Strategies

Strategy games are multiplayer games that involve resource management, planning, and strategic deployment (Fraser et al., 2008). The most successful strategy games are in the fields of social studies and history.

an incredibly popular consumer strategy game (over nine million units sold worldwide) developed by Firaxis. Players strive to become "rulers of the world" by creating and developing a civilization from prehistoric times to the space age and make strategic decisions in the field of diplomacy, expansion of territories, economic development, technology, management and military conquest.

is a multiplayer strategy game developed by Muzzy Lane Software set in the years leading up to and including World War II. Players take control of trade and diplomacy, industry and technology development, transport infrastructure and military movement and location at the national level. The product was originally intended for schools, but has caught on in the consumer space. The action of the sequel to the game Making History: The Great War is set in the years leading up to and including the First World War.

6th type: Sandboxes

Sandboxes are open-ended exploration environments rather than linear, goal-oriented games. These games tend to be highly focused on learning, designed to promote the development of 21st century skills and abilities, including problem-solving skills, collaboration, and creativity, often allowing players to experiment with game mechanics. Some sandbox games also allow you to put different content into sandbox containers, a versatility that often appeals to educators.

is a programming language that makes it easy to create interactive stories, animation, games, music and art, developed in the MIT Media Lab's Lifelong Kindergarten Group. Most important element is an online Scratch community where students share their projects, download other students' work, study it, make changes, and download new versions.

is a consumer game where players place blocks to build anything they can imagine in order to survive the encounter with the monsters that come out at night. This popular product with over 7 million units sold has an educational adaptation. The adaptation further offers custom versions designed for teachers and students, on-site master classes and advanced training in work time, and building tools that make it easy to embed curriculum content. A video tutorial on how to use it in the classroom is available

7th type: Action/Adventure

Action/adventure games typically involve the player traveling into an unknown space or environment, often in the role of an explorer or warrior.

develops computer-aided design simulations to provide a simplified version of a realistic design process, such as building a bridge. Students can analyze, test and evaluate what they have created using virtual game, which includes, for example, drag racing or monster truck rally. Like many educational simulations, Whitebox Learning was designed to complement hands-on activities; Students become familiar with structures in a simulated environment and then continue to build models. real world based on these studies.

–

a research project within Harvard's Graduate School of Education curriculum that uses immersive modeling to teach high school students about cause-and-effect structures in ecosystems. Students explore and work in teams, but their goal is to learn science by exploring and solving problems in realistic simulations. The learning process uses a mosaic pedagogy in which each student plays a different role (e.g., water quality specialist, naturalist, microscopy specialist, investigator).

…Games for a digital Age, The Joan Ganz Cooney Center (2013)

Look at the abundance of formats and options, we definitely have something to borrow and implement!

For the right choice games, 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 potential for the general intellectual, emotional and personal development of children and their learning.

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

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

1. Feedback during the learning process;

2. Individualization of the educational process;

3. Increasing the visibility of the educational process;

4. Search for information from the widest sources;

5. Modeling of the processes or phenomena being studied;

6. Organization of collective and group work.

According to goals and objectives, training computer programs are divided into illustrative, consulting, training programs, training control programs, and operating environments.

IN large assortment Children's educational programs include a large group of educational and developmental computer games that are specially created for use for educational purposes. These are individual programs and sets of programs, which are presented in the form of separate collections, packages, series - depending on the degree of their “commonality”.

There are many different approaches to systematizing computer games. The classification of games is needed not only for the convenience of the consumer: it is easier for teachers to navigate the entire wealth of games if the headings immediately provide answers to questions like: “What games are there for a certain age of children?”, “Which games contribute to the development of speech, logical, figurative or abstract thinking ?”, “Which games have the required images?”, etc. It facilitates the selection of the required game according to various criteria.

The classification is also necessary for developers: it shows, for example, that there are still no games aimed at developing this or that 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, level of complexity of the game task, control complexity, development tasks mental abilities and other characteristics. But, first of all, all educational programs can be grouped into the following large classes: educational games, educational games, experimentation games, diagnostic games, fun games.

Classification of computer games.

1. Educational games.

These are “open” type computer programs designed for the formation and development of children’s general mental abilities, goal setting, the ability to mentally correlate their actions to control the game with the images being created, for the development of fantasy, imagination, emotional and moral development. They do not have a clearly defined goal - they are tools for creativity, for self-expression of the child.

Programs of this type include:

Various types of graphic editors, incl. editors for creating images, “coloring books”, designers 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 images, correcting drawings in other ways;

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

- “environment designers” with a variety of functionality free movement of characters and other elements against the background of scenery, incl. those that serve as the basis for the creation of “director’s” computer games; “music editors” for entering, storing and playing simple (usually single-voice) melodies in musical notation form;

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

Such games require many pedagogical methods for their use.

2. Educational games

These are game programs of a didactic (“closed”) type, in which one or more didactic problems are proposed to be solved in a game form. This class includes games related to the formation of mathematical concepts in children; with teaching the alphabet, syllable formation, 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 stated - 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 is evident from the name of the group). They simply provide an opportunity for children to have fun, carry out search activities and see the result on the screen in the form of some kind of “micro-cartoon”. This group, in particular, includes the popular series of programs such as “Living Books”.

5. Diagnostic games

Games that develop, teach, and experiment can be considered diagnostic, since an experienced teacher and, especially, a psychologist will be able to tell a lot about the child based on the way they solve computer problems and the style of gaming actions. 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 records the specified parameters, stores them in the computer memory, then processes them and also saves the processing results on disk; later, these results are displayed on the display screen or on a printing device for interpretation by a psychologist) or such interpretation can be pre-programmed and displayed automatically by computer. The diagnostic result can be displayed in the form of recommendations for personnel kindergarten and parents.

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

Identifying the level of general mental abilities of children;

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

Identification creativity 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 diagnosis of child fatigue during computer classes;

Early diagnosis of deviations in children from normal development.

The model of the pedagogical process is divided into:

Knowledge model

The main task of studying knowledge models is to assess the adequacy of the volume, depth, and accuracy of the educational material presented and to study questions about the relationship between the norms and grades offered in the game and those set by the teacher.

Let us present the main stages of research into knowledge models.

1. At what stage in common system learning game applied?

Updating knowledge; familiarization with new material; consolidation of new educational material; control and recording of knowledge.

2. What are the learning objectives behind the game?

Acquiring skills to solve simple problems; practicing motor skills; developing skills in analyzing problem situations and making decisions; developing the ability to build a sequence of logically correct actions; formation of a system of concepts aimed at mastering theoretical material;

3. Does the educational material contained in the game satisfy the requirements of the scientific nature of the content, the adequacy of the material with previously acquired knowledge, abilities, skills, and the clarity of the educational material.

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

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

Learner model.

The main task of this stage is to consider the possibilities of individualizing learning, taking into account the psychophysiological characteristics of students. When studying a student's model for a 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 from the structure of the game allows the teacher to have information about how the student solves the educational tasks proposed to him, then this type of feedback is called knowledge of the result. If, in addition, it is possible to find out what difficulties the student is experiencing, their causes, as well as what auxiliary teaching influences provide right decisions tasks, then we are dealing with information feedback.

An adaptive game can react and, if necessary, automatically change the correctness of the student’s answer, the learning time, the background of the student’s work, individual characteristics the learner, determine whether the game provides assistance, a system for repeating educational material.

The following stages of the learner model can be proposed:

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

2. Are the requirements of student activity and awareness met during the game?

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

4. What type of feedback does this game provide? Knowledge of the result; information feedback.

5. Which stage does the game adapt?

Management model

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

Let us highlight the following main stages of research into the management model:

1. Is the nature and method of presenting educational material in this game consistent with the required level of knowledge?

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

Methods of acquiring new knowledge;

Methods of developing skills and abilities;

Methods for testing and assessing knowledge, skills and abilities.

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

4. Are the game controls appropriate for the individualization of learning?

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

If a computer game meets all the requirements, it can be used with the greatest efficiency. But, unfortunately, analysis of computer games has shown 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 the teacher is pursuing.

1. An educational game is a complex systemic education that allows various ways representation. In particular, it can act as an activity, as a process “woven” into other activities, and as a special form of educational activity. Each of these ideas has its own scope of applicability.

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

3. Design of training programs is a complex, multi-level process with a systematic structure, acting as a link between the theory and practice of computer training.

4. A computer game is a type of gaming activity, possibly using 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 activating the educational process and promotes mental development. In essence, OKI is a didactic game organized at a higher technical level.

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

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

Educational games;

Educational games;

Experimentation games;

Trainers;

Combined;

Diagnostic games;

The world has entered the third millennium. And now we need people trained to work in new conditions. The need for them will become even more urgent in the very near future. The use of computers in education is no longer an unusual phenomenon. Characteristics and capabilities of modern personal computers and software are constantly improving. The ability of a computer to reproduce information simultaneously in the form of text, graphic images, sound, speech, video, to remember and process data at enormous speed makes it possible to create new means of activity for children that are fundamentally different from all existing games and toys. All this places qualitatively new demands on preschool education - the first link of lifelong education, one of the main tasks of which is to lay the potential for enriched development of the child’s personality. Therefore, into the system preschool education and training, it is necessary to introduce new information technologies.

Competent use of a computer puts a child in a completely new, qualitatively different developmental situation. Currently, there are many computer games; the main thing is to choose the right goal and set the child the task of achieving it.

The computer itself does not play any role without a general concept of its use in preschool education, corresponding to the tasks of development, education and training of the child, as well as his psychophysical capabilities. The success of introducing a preschooler to mastering information technology is possible when computer tools become the means of his everyday communication, play, feasible work, design, artistic and other activities.

The main educational goal of introducing a computer into a child’s world is to develop the child’s motivational, intellectual and operational readiness to use computer tools in their activities.

Computer games included in the system of regular games contribute to the improvement of education and the comprehensive development of the child’s creative personality.

In addition to normative educational standards, children show a higher level of “school readiness” and naturally enter the world of adults, the world of 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 an action plan, accept and complete a task.

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

The child discovers the ability to endow a neutral (up to a certain level) object with play value in the semantic field of the game. It is this ability that is the most important psychological basis for introducing a computer into play for a preschooler as a gaming tool.

During the play activity of a preschooler, enriched with computer tools, mental new formations arise (theoretical thinking, developed imagination, the ability to predict the result of an action, design thinking qualities, etc.), which lead to a sharp increase in the creative abilities of children.

The authors have developed complete cycles of classes (cognitive, gaming, computer) on the topics “Sea”, “Space”, “City” and “Forest”. The computer component consists of educational and training games-tasks for the development of memory, perception, etc. The developers have made an attempt to transfer the director's game with dolls to the computer screen. For example, a child is given a situation where a certain environment(for example, a seascape) and characters that can be moved around the screen. At the same time, the child has the opportunity to change both the environment itself and the characters of the game, and, most importantly, indefinite objects are introduced - “possible substitute objects” - which can acquire different functional and semantic meanings in the game. In this way, a conditional situation is created and there are substitute objects with which the child is invited to carry out actual play actions - to imagine a certain plot with them. All the child’s actions are recorded in the form of a cartoon, which can then be reproduced.

The teacher’s task is not only to choose one or another program that meets the needs of preschool education, but also to create pedagogical conditions the use of one or another program or computer games in the education and training of preschool children.

E.V. Zvorygina divided all the work on preparing children for a computer game into four parts:

• 1. Content and emotional preparation of children for solving gaming and didactic problems on the computer. The CEC teacher, educators, and parents participate in the preparation.
• 2. Educational game on the computer.
• 3. Problematic communication with each student during the game.
• 4. Implementation of newly received (after playing on the computer) impressions in children’s amateur play in the playroom (based on modules and other toys) in various types of children’s activities - in communication with adults and peers, visual, constructive, labor.

As part of this method, she developed special guidelines for each computer game.

Experience working with children has convincingly shown that in conditions complex method management of computer games can effectively realize their developmental essence.

Working with children requires great pedagogical skill, the ability to see each child and simultaneously manage the play of an entire subgroup of children.

At the same time, the teacher must perfectly know the content of all computer programs, their operational characteristics (the specifics of the technical rules for operating with each of them). The structure of each game has its own characteristics. A lesson with one subgroup, including children’s activities at the computer, educational conversation, games, eye exercises, etc., lasts from 35 to 50 minutes. In this case, children can be behind the screen for no more than 15-20 minutes. Considering that no more than 7-10 people are engaged at the same time, it takes at least 2-3 hours to serve one age group. Only a master teacher can bear such a load and correctly use the computer as a powerful means of individualized influence on the intellectual, emotional and moral development of each child. The main goal of the teacher is not to learn this or that computer program with children, but to use its game content for the development, for example, of memory, thinking, imagination, and speech in a particular child. And this can be achieved if the baby himself carries out the entire program with pleasure. A teacher is always a researcher. He skillfully switches attention from the child’s behavior (his actions, emotional manifestations, speech) to the results obtained during the game (images on computer screens), encouraging him to independently search for ways and achieve the goals set in the game.

Organizational and methodological work includes the design and maintenance of documentation that helps plan computer games, taking into account their content and the potential capabilities of children of different age groups. In kindergarten, a clear schedule of children's activities for the week must be drawn up. Classes for each age group are held once a week, with 7-8 children studying at the same time. Mostly they work individually. Sometimes the content of a computer game requires children to play in pairs. For example, in the games “Space”, “Cube Game”, “Matryoshka”, the players must act as partners. When organizing computer games individually, it is better to sit a beginner with a child who can explain how to play. Children should not be prohibited from playing in pairs if they want and know how to act together. Together they plan their actions and achieve interesting solutions.

The success of work largely depends on the ability to plan computer programs prospectively, taking into account the increasingly complex rules of computer control, gaming and didactic tasks. Thus, when planning work for each half-year, it is advisable to select in advance from 10 to 16 computer games to be presented; Easy computer games do not need to be repeated; children learn them quickly in one lesson. Games that are difficult in content captivate children. They are usually repeated at intervals of 2 - 3 times.

Particularly noteworthy is the work of the teacher in decorating the room and changing the subject-play environment in it, depending on the content of the upcoming lesson with children. Sometimes it is necessary to bring new objects, for example, a globe before the game “Climate”, sometimes to prepare new manuals, pictures, records, cassettes for listening to music, to free up the entire playing space so that children can, for example, build the necessary structures from large environment-forming models, etc. .

In kindergarten, the principle of developmental education is implemented and differentiated forms of organizing classes are used using computers, special gaming equipment and video equipment. Based on the thematic annual plan of his group, each teacher carries out weekly planning and, depending on the program objectives and the composition of the group of children, decides how and where he will implement educational tasks: on excursions, in the video salon, in individual, subgroup or frontal lessons in group, in a computer and gaming complex. With this approach, frontal exercises are reduced to a minimum. Preference is given to individually focused training. The computer helps the child become more active, more independent, and more fully reveal his or her individuality.

Methodology for organizing computer games

In order for children to willingly accept a computer game, they need regular games with toys. In traditional games, gaming skills are learned, without which one cannot play on a computer. In ordinary games, children are introduced to actions in an imaginary, imaginary way. Based on the image, its symbol and sign, they learn to achieve results through the use of various objective and visual means, etc.

How to guide children's play? The basis for the gradual formation of children’s gaming activity (including on the computer) is a comprehensive method of game development. It is he who ensures the organic connection between different types of children’s activities, encourages them to be cognitively active, to formulate and creatively carry out game tasks, and promotes the self-development of play.

The complex method includes the following interrelated components: active cognition of the surrounding world (the source of the game), gradual appropriation of gaming culture, problematic gaming situations (created by changing the subject-game environment and problematic communication). The source that feeds the game is the constantly enriching children's impressions about the world of things, people, their relationships, and nature. Each child has their own unique experience. When organizing group games, it is necessary to take into account everyone’s experience. Children gain knowledge about the world from Everyday life, in classes, in communication with nature, art. An experienced teacher can naturally and unobtrusively translate a variety of children's experiences into play, including playing on a computer.

A necessary condition that forms the game is the enrichment of children’s gaming experience in educational games of different content or joint games with elders. Experiences gained outside of play, in play with others and in programmed games are transferred and developed; in children’s independent creative play, if they themselves learn to set a goal and find ways and means to realize it.

Game problem situations created by slightly changing the object-game environment, images and signs depicted on the computer screen, and requiring other solutions, help to puzzle the child. A special role is played by activating communication and the position of the adult in relation to the playing child. Here only meaningful cooperation is possible and an authoritarian-edifying style is unacceptable. The adult indirectly (with a question, reminder, etc.) encourages the child to independently set gaming goals, search for and improve gaming methods and means (toys, materials, symbols and other means).

Presenting children with a system of gradually more complex knowledge and methods for solving game problems ensures the development of genuine creative amateur games on the computer. By encouraging children to accept or set game tasks and search for their own options for completing them, the teacher develops their initiative and creative potential. A child in play always appears not as a performer, but as a creator of his activity.

Each computer game is played taking into account the main components of the complex method. To prepare children to play on a computer, preparatory work related to the content of the game and educational material is necessary. Working with children before playing on a computer depends on the content of the program.

Preparation for the game can be early, long-term, extensive, multifaceted: in the family, kindergarten. It can be very brief: an introduction to a gaming problem situation in a gaming or computer room. When preparing for a particular game, you should remember all three aspects (tasks of the program): the content of the game task, the readiness of children to accept didactic tasks; as well as their compliance with the rules for operating the computer. In some cases, preparation for the game is associated with one task, in others - with all of them at once: with the use of visual didactic material, the child’s independent practical activity, his observations, didactic, plot-didactic and object games, his observation of the work of adults, the behavior of animals and etc.

The connection between a computer game and other activities should not be formal or artificially forced. The developmental effect of the program can appear immediately and be reflected in the content of communication with children and adults, in games and productive activities. The most natural outlet for the experience and impressions gained in a computer game is children’s independent play. How to unobtrusively and imperceptibly “revive”, expand, and consolidate the experience gained by children depends on pedagogical skill. Game problem situations related to the content of game or didactic tasks and control tasks can be created through minor changes in gaming environment and a small indirect hint when communicating.

The theme and event side of the game, methods of setting and solving game problems, the initiative of children’s interaction in independent creative games depend on the quality of computer games. IN independent games Children themselves regulate their intellectual and emotional stress. They create the most favorable conditions for children's relaxation and functional comfort.

Tasks for independent work

Study the letter of the Ministry of Education of the Russian Federation dated May 25, 2001 No. 753/23-16 “On the informatization of the preschool education system in Russia” (see Appendix No. 1) and answer the questions in writing:

What is the purpose of using NIT in kindergarten?

Should preschoolers be taught the basics of computer science?

When were the first computer programs for children developed, and for what purpose?

What has been done by the Ministry of Education of the Russian Federation for the safe use of computers when working with children preschool age?

What computer programs and games can be used in preschool educational institutions?

Study the program for teaching preschoolers how to use a computer (see Appendix No. 2) and answer the following questions in writing:

Is it necessary to specifically introduce children to the history of computers, the purpose of computers, and the design of computers?

What goal in the development of a preschool child do the authors of this program pursue? What tasks are provided to achieve the goal?

What is the structure of training sessions with preschool children?

What pedagogical conditions does the program provide for effective and safe work with children?

What is your attitude towards using a computer in a preschool educational institution?

Observe and analyze the preferences in the play activities of preschoolers in the group of preschool educational institutions where you are undergoing practical training.

Children's preferences in play activities

Based on your observations, prepare analytical report about the gaming preferences of boys and girls in preschool educational institutions.

Irina Shelist
Project “Computer games - benefits for development”

PROJECT«»

View project: group, didactic-game

Duration project: 1 month

Participants project: children of the senior preparatory group, parents of preschoolers, teacher.

Justification of relevance

In connection with the introduction of the Federal State Educational Standard, the issue of organizing developing

subject-spatial environment. In accordance with the requirements of the Federal State Educational Standard, the subject-spatial environment is organized so that every child has the opportunity to freely do what he loves. Saturated developing the subject-spatial environment becomes the basis for organizing a meaningful life and versatile development of each child, a means of shaping the child’s personality and a source of his knowledge and social experience.

Computerization has penetrated almost all spheres of life and activity

modern man. The reason for this is the increasing role of information, turning it into one of the most important driving forces throughout production and public life. Rapid leap in development of computer technologies and other technical devices

made these tools relevant. Therefore, the introduction of information

educational technologies (AND FROM) into education is a logical and necessary step in development modern information space as a whole.

Computer as a universal information device is effective

a clear means to solve the problem developing training preschool children, the formation of such integrative qualities as curiosity, activity, independence. Information technology, as noted in the “Concept of long-term socio-economic development of the Russian Federation for the period until 2020,” are currently intended to become non-additional "makeweight" in training and education, but an integral part of the holistic educational process, significantly increasing its quality

Implementation project, generalization and dissemination of experience can become

basis for developing an educational program and introducing information technologies into the educational space of preschool educational institution. WITH development information technology, accessibility of most people to computer technology, a need arises and a social order is formed from parents for early training of the child to work on a personal computer. But the problem is that despite the availability and variety of educational programs for children, there is no systematic approach to teaching a preschool child how to work on a personal computer. Proposed the project involves the development, raising and educating a child in computer environment, in conditions when computer is a subject of study, a tool of activity, a means of self-realization.

Innovative project« Computer games - benefits for development» involves the use computer as the most advanced information means. Evolution computers and software has made them quite easy to master for the most unprepared users, including preschoolers.

Target:

Influence computer games for development preschool children. Explore possibilities computer didactic games to expand the child’s intellectual capabilities, in particular for development voluntary attention.

Tasks:

1. Study user experience computer games in the development of preschool children

2. Pick up computer exercises and tasks for development cognitive activity of older preschoolers

3. Ensure achievement by preschoolers high level general intellectual development necessary for success in school and for the rest of life.

4. Develop skills in practical work with modern software.

5. Develop simple technical skills.

6. Promote use developing computer games at home by parents in accordance with the age and mental characteristics of children.

Problem:

Today, one of the problems in teaching computer literacy, is limited access to electronic computing technology, especially for preschool children. Now many families have homes computer, but teaching a child to work computer often limited to games that are not always age appropriate. Lack of time and necessary knowledge in adults leads to the fact that preschool children perceive computer as expensive, a very interesting and often inaccessible toy. It helps to solve this problem for children and adults project« Computer games - benefits for development» .

Computer education – development higher mental functions, formation of personality qualities - education, independence, criticality, responsibility, reflectivity. The types of activities in computer environment: the child is learning, develops, communicates. Computer V modern conditions not just an electronic computer; it is a source of information, a tool for its transformation and universal system communications that ensure the interaction of all subjects of the didactic system.

Introduction computer games on the system didactic means kindergarten will become a powerful factor in enriching the intellectual foundation, development voluntary attention of the child.

Thanks to the multimedia method of presenting information, the following are assumed: results:

1. Level up cognitive processes preschool children age:

– logical thinking;

– memory capacity;

– attention;

– creative abilities;

– imagination;

2. Technical and operational skills will develop computer:

– ability to navigate on a monitor screen;

– ability to use a keyboard, control the cursor using keys "up", "down", "to the right", "left", ENTER, space;

– ability to operate a manipulator "Mouse" distinguish between the right and left mouse buttons, double-click, move elements by holding them with the cursor;

– implementation of safety precautions at work computer.

Preliminary work:

1. Organize a general meeting of all participants project to get acquainted with this problem.

2. Choose a didactic game computer material for completing tasks project.

Implementation stages project

I. Organizational and preparatory stage (December)

Stage tasks:

Study literature on the topic project;

Pick up computer games in accordance with the thematic planning of cognitive lessons development;

Select diagnostic tools in accordance with developmental components of cognitive development;

Create a reference book of bibliographic literature on the topic project.

II. Main stage (December).

Stage tasks:

1. Working with children

Mastering the game computer activities.

- Development of initiative in children, intelligence, independence in finding ways to solve cognitive and didactic problems in educational activities. - To involve pupils in the educational process, promoting the widest development of their abilities, activates mental activity. - Diagnostics of program implementation performance indicators

2. Working with parents

Usage computer technologies in interacting with families on didactic and educational issues development children next way:

To explore parents' perceptions about the use computer educationally oriented games child development;

Involving parents in additional (fixative) working with children at home on the material studied in a group;

Use of funds computer technologies for psychological and pedagogical education of parents;

Introduce parents to Internet resources for children. 3. Teacher’s work - Experimentally test the effectiveness of the application computer games in educational development older preschoolers. - Select diagnostic tools for monitoring the quality of educational activities and evaluating effectiveness project- Carrying out open event for preschool teachers on how to use computer technologies in senior and preparatory groups; - Self-education. At this stage project empirical methods are used to analyze existing experience on the topic, theoretical modeling, and the use of ICT in organizing innovative methodological and educational work;

III. The final stage (December)

Stage tasks:

Conduct a final diagnostic examination to identify the current level of cognitive development;

Conduct comparative analysis diagnostic examination for the effectiveness of use computer games in educational development older preschoolers;

Draw a conclusion on the topic project;

Introduce the teaching staff of the preschool educational institution and parents to the results of the work.

Predicted results from implementation project

« Computer games are beneficial for development»

Sustained attention of children during activities computer interest in him.

Developed perseverance and patience in children of the preparatory group.

Increasing the level of cognitive development in older preschoolers.

The child’s ability to find solutions by trial. -Development of methods of use computer games in educational development children of senior preschool age.

Increasing the efficiency of the learning process.

Activation of children's cognitive activity.

Activation of the pedagogical consciousness of parents and teachers to create a unified information environment for integration into cognitive development of computer games.

Will increase:

Research motive (desire to find answers to questions);

The motive for successfully solving cognitive problems;

Opportunity practical use computers for children.

Implementation project

Event form: individual, group. Used methods: -practical lessons; -observation; -conversations; -work with didactic material (various cards with numbers, pictures and letters, various objects for classification, etc.); -active group methods training: games, discussions, activity-competition.

The basis for preparing a child to use computer technologies in the learning process are the principles of didactics, which determine the requirements for 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, influence on the development and education of a person, the requirement follows: information circulating in the educational process must be effectively used at each specific stage of the educational process, at each moment of the activity of the teacher and student. This determines the choice of methods, organizational forms and teaching aids, which 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 learning tool.

The main task of using computer technology is to expand human intellectual capabilities. Currently, the very concept of learning is changing: the assimilation of knowledge is giving way to the ability to use information and obtain it using 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 they should occupy in the complex set of relationships that arise in the “teacher-student” interaction system.

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 increasing the role of humanitarian training and the formation in students of a consistent natural science understanding of the world around them.

The introduction of computer technologies creates the prerequisites for intensifying 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 techologies contribute to the disclosure, preservation and development of personal qualities of students.

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

In modern pedagogical literature, the concept of “computer education” is increasingly used, i.e. development, education and training of a person in a computer environment, in conditions where the computer is a subject of study, a tool 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 qualities - education, independence, criticality, responsibility, reflexivity. The types of activities in a computer environment are also more clearly represented: the student learns, develops, communicates. A computer in modern conditions is not just an electronic computing machine; 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 of ​​using computers in teaching children belongs to Professor Seymour Papert. Working with J. Piaget. To develop abstract thinking, you need an environment that allows you to actively create a product, using and creating new abstract concepts. Such an environment could be a computer. The theory of J. Piaget, according to which a child learns by playing with the objects around him, had a strong influence on S. Papert. Recalling his childhood fascination with cars, S. Papert, for example, concluded that it was his interest in them that revealed to him the “object-thought” connection and facilitated his subsequent comprehension of mathematical abstractions. A child, being by nature a very gifted student (S. Papert is convinced of this and finds the basis for his conviction in J. Piaget’s theory of cognitive development), may gradually lose the taste for learning. S. Papert sees one of the reasons for the development of a child’s fear and reluctance to learn in the adopted modern society dividing all people into those capable and incapable of learning, into those inclined towards mathematical sciences and “humanists”. 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 tool that can give the learning process a natural, unformalized character. In his opinion, a computer can change the nature of learning - not something specific, but learning 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 to satisfy this curiosity. S. Papert is not trying to transfer the functions of a teacher or 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 the “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 those metaphors with the help of which we transform the experience of bodily manipulations with things into conceptual generalizations and abstractions. But how do you find out what can serve as a “transitional object” for a child? The progress of computer technology has made such an idea not so fantastic. Now a computer can cope with this task, the essence of which lies in its versatility and ability to imitate. Because it can take on thousands of faces and perform thousands of functions, it can satisfy thousands of tastes and demands.

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

• 1. Sustained attention during computer activities and great interest in it are noted. French explorers state that children are most interested when they achieve best results in computer gaming activities; children are more passive when faced with difficulties in solving assigned tasks.
• 2. All older preschoolers exhibit perseverance and patience, which are not usually characteristic of children of this age.
• 3. 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 successfully solving cognitive problems.
• 4. The use of computer games develops “cognitive flexibility” - a person’s ability to find the largest number of fundamentally different solutions to a problem. Anticipation abilities also develop, strategic planning, visually effective thinking operations are mastered.
• 5. Children prefer to play together at the computer, finding common decision. Adults only help children with advice. Joint computer games can relieve a number of difficulties in children’s communication.
• 6. The role of computer games as a diagnostic and rehabilitation tool is increasing: currently, computer games are used as a means of helping children with impaired skills writing, 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 delays mental development. Computer games help anxious and shy children to openly express their problems, which is important in the process of psychotherapy.