THE INTRODUCTION OF DIDACTIC GAMES IN THE EDUCATIONAL PROCESS OF PRIMARY SCHOOL STUDENTS

ВНЕДРЕНИЕ ДИДАКТИЧЕСКИХ ИГР В УЧЕБНЫЙ ПРОЦЕСС МЛАДШИХ ШКОЛЬНИКОВ

Седых Яна Олеговна

студент, Белгородский государственный национальный исследовательский университет» (НИУ «БелГУ»)

РФ, г. Белгород

Богачев Роман Евгеньевич

научный руководитель, канд. филол. наук, доц., Белгородский государственный национальный исследовательский университет» (НИУ «БелГУ»),

РФ, г. Белгород

ABSTRACT

The article highlights the fundamental importance of the game for the education and upbringing of children of preschool and primary school age.

The author proves that the game is not limited to the entertainment function and self-expression, but acts as an effective tool to promote the intellectual and moral development of the child.

АННОТАЦИЯ

В статье подчёркивается фундаментальное значение игры для обучения и воспитания детей дошкольного и младшего школьного возраста.

Автор доказывает, что игра не ограничивается развлекательной функцией и самовыражением, а выступает в качестве эффективного инструмента, содействующего интеллектуальному и нравственному развитию ребёнка.

Keywords: game, primary school students, education, educational and cognitive activity, educational process, game teaching methods, didactic game.

Ключевые слова: игра, младшие школьники, формирование, учебно-познавательная деятельность, учебный процесс, игровые методы обучения, дидактическая игра.

According to G. M. Kajaspirova: "The game is defined as one of the types of activity, the importance of which lies not in the results, but in the process itself" [2, p. 57]. The game is recognized as an important means of mental and moral development. The role of play in the development of preschoolers is difficult to underestimate. Upon arrival at school, the child's social environment changes, and play is replaced by learning activities. However, it is necessary to take into account the following features of the thinking of younger schoolchildren: the predominance of involuntary attention, lack of concentration, difficulties in switching attention from one type of activity to another. It is important to move on to learning activities gradually, using play forms of children's activity [3, p. 34].

Integrating game-based learning into educational settings can significantly enhance the learning experience for students. When games are incorporated, learners perceive education as less arduous, engage with greater enthusiasm, and transition more smoothly between diverse learning activities. These positive effects ultimately contribute to improved academic outcomes.

The use of games in education, a long-standing pedagogical method, remains highly relevant today. Its effectiveness is substantiated by years of practical experience. Moreover, the continuous development of new games ensures that this approach continues to evolve and offer innovative learning opportunities.

Therefore, incorporating play within educational contexts proves to be an exceptionally effective means of fostering and developing personal growth through the simulation of both imaginary and real-world scenarios.

References:

1. Sukhomlinsky, V. A. I give my heart to children [Text]: method. recommendations / V. A. Sukhomlinsky. – M.: Pedagogika, 1983. - 384 p.
2. Kajaspirova, G. M. Dictionary of pedagogy [Text]: a textbook for universities/ G.M. Kajaspirova, A. Yu. Kajaspirova. – M.: ICC "March", Rostov n/A: Publishing house center "March", 2005. - 448 p.
3. Fopel, K. Energy of pause [Text]: psychological games and exercises / K. Fopel. - M.: Publishing center "Academy", 2006. – 81 p.