The game takes place the formation of perception, thinking, memory, speech - the fundamental psychological processes, without sufficient development of which we can not speak about the upbringing of a harmonious personality.
Development of the Child defines the thinking of its nature, intellectual level of its implementation.
Teacher should keep in mind that any activities of children is aimed at addressing a specific problem. The main problem has many intermediate solution that will transform the environment and thereby facilitate the achievement of the goal. Practical tasks that must decide the child, different from training. Contents gaming tasks dictated by life itself, surrounding the child, his experience, knowledge.
The child gets the experience of its own performance, much to learn from educators and parents. A variety of skills, experiences enrich his spiritual world, and this is reflected in the game.
The solution of game problems through substantive action takes the form of more generalized application of game methods of cognition of reality. Child poit doll from a cup, then replaces it after the dice and just hold your hand to mouth dolls. This means that the game challenges the child decides on a higher intellectual level.
It happens in practice and so, caregiver not knowing the value of generalized game action of thinking of children, requires collective action are most similar to practitioners.
In - the first, if all that is happening with your child in everyday life, to move in the game, it simply disappears, it disappears because the main feature - an imaginary situation.
In - the second game, showing good friends, but little synthesis of life situation, unwittingly comes to a standstill. However, it is known that in the daily lives of children are not only clear, concrete knowledge, but is not clear, hypothetical. For example a child knows who is a seaman, but he did not understand what it is. In order to clarify their ideas, in the course of the game, he asks questions and received the answer becomes quite clear knowledge, but new information raises new questions. This is a continuous course of learning. It takes place in practice and in the game. The game is a special form of knowledge of the surrounding reality. Specificity of gaming problems is that their goal is represented in the imaginary, the imaginary form, different from the practical purpose not expressly anticipated the result and do not necessarily achieve it.
A very important point is to establish the continuity of the contents outside of gaming experiences and games. This is not about copying the game of real substantive action, but their thinking and move in the game. More generally translates to the game itself the game on a new intellectual basis.
Especially revealing word substitution game action. The motive is not the game action with objects, and children communicate with each other, which reflects the interaction and relationships between people.
When the required level of thinking is formed, the child is able to replace an image of another person - to assume the role and act in accordance with its content.
Development of the Child defines the thinking of its nature, intellectual level of its implementation.
Teacher should keep in mind that any activities of children is aimed at addressing a specific problem. The main problem has many intermediate solution that will transform the environment and thereby facilitate the achievement of the goal. Practical tasks that must decide the child, different from training. Contents gaming tasks dictated by life itself, surrounding the child, his experience, knowledge.
The child gets the experience of its own performance, much to learn from educators and parents. A variety of skills, experiences enrich his spiritual world, and this is reflected in the game.
The solution of game problems through substantive action takes the form of more generalized application of game methods of cognition of reality. Child poit doll from a cup, then replaces it after the dice and just hold your hand to mouth dolls. This means that the game challenges the child decides on a higher intellectual level.
It happens in practice and so, caregiver not knowing the value of generalized game action of thinking of children, requires collective action are most similar to practitioners.
In - the first, if all that is happening with your child in everyday life, to move in the game, it simply disappears, it disappears because the main feature - an imaginary situation.
In - the second game, showing good friends, but little synthesis of life situation, unwittingly comes to a standstill. However, it is known that in the daily lives of children are not only clear, concrete knowledge, but is not clear, hypothetical. For example a child knows who is a seaman, but he did not understand what it is. In order to clarify their ideas, in the course of the game, he asks questions and received the answer becomes quite clear knowledge, but new information raises new questions. This is a continuous course of learning. It takes place in practice and in the game. The game is a special form of knowledge of the surrounding reality. Specificity of gaming problems is that their goal is represented in the imaginary, the imaginary form, different from the practical purpose not expressly anticipated the result and do not necessarily achieve it.
A very important point is to establish the continuity of the contents outside of gaming experiences and games. This is not about copying the game of real substantive action, but their thinking and move in the game. More generally translates to the game itself the game on a new intellectual basis.
Especially revealing word substitution game action. The motive is not the game action with objects, and children communicate with each other, which reflects the interaction and relationships between people.
When the required level of thinking is formed, the child is able to replace an image of another person - to assume the role and act in accordance with its content.
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