THE USE OF DIDACTIC PLAY IN THE LEARNING PROCESS OF PRIMARY SCHOOL STUDENTS

ИСПОЛЬЗОВАНИЕ ДИДАКТИЧЕСКОЙ ИГРЫ В ПРОЦЕССЕ ОБУЧЕНИЯ МЛАДШИХ ШКОЛЬНИКОВ

Егорова Анастасия Александровна

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

РФ, г. Белгород

Богачев Роман Евгеньевич

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

РФ, г. Белгород

ABSTRACT

The proposed text examines the crucial role of play in the learning process and the development of children of preschool and primary school age. The main idea of the article is that the game is not only a means of entertainment and self-expression, but also an important tool that contributes to the intellectual and moral development of the child.

Thus, the text emphasizes that the use of games in the educational process is not only an opportunity for entertainment, but also a necessity for building a full-fledged and harmonious learning system that takes into account the characteristics and needs of children in the process of their development. The main conclusion is that the game should remain an integral part of the educational process for younger students in order to maintain their interest and promote deeper and more effective learning.

АННОТАЦИЯ

В предложенном тексте рассматривается важнейшая роль игры в процессе обучения и развитии детей дошкольного и младшего школьного возраста. Основная мысль статьи заключается в том, что игра является не только средством развлечения и самовыражения, но и важным инструментом, способствующим интеллектуальному и нравственном развитию ребенка.

Таким образом, текст подчеркивает, что использование игры в образовательном процессе является не только возможностью для развлечения, но и необходимостью для построения полноценной и гармоничной системы обучения, которая учитывает особенности и потребности детей в процессе их развития. Основной вывод заключается в том, что игра должна оставаться неотъемлемой частью образовательного процесса для младших школьников, чтобы поддерживать их интерес и содействовать более глубокому и эффективному усвоению знаний.

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.

As V. A. Sukhomlinsky wrote: "The game reveals the world to children, reveals the creative abilities of the individual. There is no and cannot be full-fledged mental development without play" [1, p. 48].

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].

Subject-based games are gradually developing into role-playing games, and role-playing games into didactic ones. Didactic games have an important place in the learning process of children aged 6-7, because children first show interest in the game, and then in learning. [3, p. 58]. Through games, students gain interest in the subject and develop the necessary skills. The ability to analyze, compare and generalize develops from a game action into a mental task. Didactic play promotes the development of visual-imaginative thinking and voluntary attention in children, promotes effective memorization of the material. The speed of memorization depends on the duration of information storage in memory and the accuracy of reproduction. During the game, the child develops perseverance. Learning the material presented in a playful way is easier, and participation in this process creates a positive attitude. Learning knowledge in this way does not require much effort from the child.

If games and game moments are included in the learning process, students do not perceive learning as hard work, work with enthusiasm and switch more easily between different types of activities. All this has a positive effect on learning outcomes.

The use of games in education and training is the oldest method of teaching, but it is still relevant today. Its effectiveness has been confirmed by many years of teaching practice. At the same time, the number of games is increasing and the games are improving.

Thus, playing in the educational process is an extremely effective means of forming and developing a personality through the re–creation of imaginary and real situations.

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.