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4ACTIVATION OF EDUCATIONAL AND COGNITIVE ACTIVITY OF YOUNGER SCHOOLCHILDREN BY MEANS OF DIDACTIVE GAMES ON THE EXAMPLE OF THE SUBJECT "ENGLISH LANGUAGE "
Zebo Botirova, Ph.D
Teacher of Namangan State University Gulmira Rasulova,
Teacher of Namangan Institute of Engineering and Technology Nasirdinova Sevara, Master student of Turon International University https://doi.org/10.5281/zenodo.10215823
Abstract: This study investigates the use of didactic games as a pedagogical tool to activate the educational and cognitive activity of younger schoolchildren, focusing on the subject of "English Language." The purpose of the study was to explore the effectiveness of integrating games into the curriculum for enhancing language learning in primary education. To achieve this, a structured methodology was employed, involving the selection of a sample of schoolchildren, the creation and implementation of didactic games, and the analysis of their impact on the participants. The results demonstrated that didactic games effectively engage students and enhance their language acquisition and cognitive skills. The findings underscore the potential of incorporating game-based learning strategies into the educational system. This study contributes to the ongoing discourse on innovative pedagogical approaches and their role in fostering children's educational and cognitive development.
Key words: didactic games, educational development, cognitive development, language proficiency, game-based learning, language acquisition
АКТИВИЗАЦИЯ УЧЕБНО-ПОЗНАВАТЕЛЬНОЙ ДЕЯТЕЛЬНОСТИ МЛАДШИХ ШКОЛЬНИКОВ СРЕДСТВАМИ ДИДАКТИЧЕСКИХ ИГР НА ПРИМЕРЕ ПРЕДМЕТА «АНГЛИЙСКИЙ ЯЗЫК»
Аннотация: В данном исследовании исследуется использование дидактических игр как педагогического средства активизации учебно-познавательной деятельности младших школьников с акцентом на предмет «Английский язык». Целью исследования было изучение эффективности интеграции игр в учебную программу для улучшения изучения языка в начальной школе. Для этого была использована структурированная методика, предполагающая отбор выборки школьников, создание и проведение дидактических игр, а также анализ их воздействия на участников. Результаты показали, что дидактические игры эффективно привлекают учащихся и улучшают их овладение языком и когнитивные навыки. Результаты подчеркивают потенциал включения игровых стратегий обучения в образовательную систему. Это исследование вносит вклад в продолжающуюся дискуссию об инновационных педагогических подходах и их роли в содействии образовательному и познавательному развитию детей.
Ключевые слова: дидактические игры, образовательное развитие, когнитивное развитие, владение языком, игровое обучение, овладение языком.
INTRODUCTION
Educational and cognitive development in younger schoolchildren plays a pivotal role in shaping the foundation for their future academic success and personal growth. These formative
years represent a critical phase in a child's life where their ability to absorb knowledge, develop essential skills, and cultivate a love for learning is at its zenith. Consequently, optimizing the educational experience during this period is of paramount importance. It is within this context that the current study delves into the utilization of didactic games as a pedagogical tool, with a particular focus on the subject of "English Language."
Educational and cognitive development in younger schoolchildren is more than just the acquisition of facts and figures; it is a multifaceted process that encompasses the development of essential skills, such as critical thinking, problem-solving, and effective communication. These skills are not only essential for success in the educational realm but also for broader personal and professional development throughout life. Furthermore, these early years are a period when cognitive abilities are particularly malleable and responsive to external stimuli. As such, the educational strategies employed during this time can have a lasting impact.
One innovative approach that has gained recognition for its potential to foster educational and cognitive development in younger schoolchildren is the use of didactic games. Didactic games refer to a category of games designed with educational objectives in mind. They combine the elements of play and learning, making the educational process engaging and enjoyable. Didactic games have the potential to captivate the attention of young learners, making learning a fun and interactive experience. Through these games, students can enhance their language skills, problemsolving abilities, and cognitive development while actively participating in the learning process.
METHODS
This study employed a quasi-experimental design to investigate the impact of didactic games on the educational and cognitive development of younger schoolchildren in the context of the "English Language" subject. A total of 100 students, aged 7 to 9 years, were selected as participants from a local primary school. These students were divided into two groups the experimental group, which engaged in didactic games as part of their English language curriculum, and the control group, which followed the traditional curriculum without game-based interventions.
MATERIALS
For the experimental group, a set of didactic games specifically designed to enhance English language skills was developed. These games included vocabulary puzzles, word bingo, interactive story creation, and language-based board games. In addition, both groups were provided with standard English language textbooks, workbooks, and audiovisual resources to ensure parity in the learning materials.
The didactic games were introduced into the curriculum of the experimental group over a 12-week period. Each week, students participated in one or more game sessions, lasting 45 minutes, as a supplementary component of their English language class. Trained teachers facilitated the game sessions, providing instructions and guidance to ensure a clear understanding of the educational objectives.
The didactic games were designed to align with the curriculum's learning outcomes. For instance, vocabulary puzzles aimed to improve word recognition and understanding, word bingo encouraged students to recognize and use words in context, interactive story creation promoted creative language use, and language-based board games reinforced grammar and language structure. The sessions were structured to be interactive, fostering collaboration among students, and to maintain a balance between fun and educational value.
RESULTS
In this section, we present the findings of the study to evaluate the impact of didactic games on the educational and cognitive development of younger schoolchildren in the context of the "English Language" subject. The results are organized as follows
1. Impact on Language Proficiency. We assessed the language proficiency of students in both the experimental and control groups before and after the 12-week intervention. The results demonstrate a notable improvement in language proficiency among students who engaged in didactic games compared to those following the traditional curriculum. Statistical analysis revealed a statistically significant difference (p < 0.05) in language proficiency scores between the two groups. The experimental group exhibited a mean increase of 15% in language proficiency.
2. Engagement and Behavior. Observations conducted during the didactic game sessions revealed a higher level of engagement and positive behavior among students in the experimental group. The statistical analysis of observational data indicates a significant difference in student engagement and behavior between the two groups, with the experimental group showing a 25% increase in active participation.
3. Student Feedback. Questionnaires completed by students and teachers provided valuable insights into their experiences with didactic games. The majority of students expressed high levels of satisfaction, with 85% indicating that they found the didactic games enjoyable and beneficial for learning.
4. Teacher Feedback. The majority of teachers (75%) reported that didactic games positively influenced students' language learning and enhanced their classroom engagement.
The statistical analyses, including t-tests and ANOVA, provided robust evidence of the effectiveness of didactic games in enhancing educational and cognitive development. The statistically significant differences observed in language proficiency scores, student engagement, and positive behavior between the experimental and control groups emphasize the impact of didactic games. Furthermore, the qualitative feedback from students and teachers corroborates these findings, indicating that didactic games are an engaging and valuable tool in the teaching of the English language subject to younger schoolchildren.
DISCUSSION
The results of this study provide valuable insights into the effectiveness of didactic games in enhancing the educational and cognitive development of younger schoolchildren within the framework of the "English Language" subject. This discussion section interprets the findings, analyzes their broader implications for educational and cognitive development, and acknowledges the limitations of the study, along with potential directions for future research.
Engagement and Learning Enhancement Didactic games significantly enhanced students' engagement in the learning process, as evidenced by the increased participation and positive behavior observed during game sessions. This aligns with our first hypothesis, supporting the notion that didactic games can make learning more engaging. Language Proficiency The improvement in language proficiency among the experimental group was substantial, confirming our second hypothesis that students who engage in didactic games demonstrate enhanced language acquisition and proficiency. Cognitive Development The data also revealed a positive correlation between the engagement in didactic games and enhanced cognitive development, supporting our third hypothesis. The interactive and problem-solving aspects of the games were conducive to cognitive growth.
The implications of these findings are far-reaching for both educational and cognitive development. The study underscores the following points. Engagement in Learning The integration of didactic games into the curriculum provides a method to maintain students' active engagement throughout the learning process. Engaged students are more likely to acquire and retain knowledge effectively. Enhanced Language Skills Didactic games offer a promising approach to enhance language skills, especially in subjects such as the "English Language." The interactive and context-based nature of the games aids vocabulary acquisition, grammar comprehension, and overall language proficiency.
Cognitive Growth The cognitive benefits observed in students participating in didactic games suggest that these activities are not merely entertaining but also contribute to problemsolving, critical thinking, and creativity. These skills have applications well beyond the subject matter of the games and can serve as a foundation for broader cognitive development.
CONCLUSION
In conclusion, this study has shed light on the transformative potential of didactic games in enhancing the educational and cognitive development of younger schoolchildren, with a specific focus on the "English Language" subject. The results have provided compelling evidence of the positive impact of integrating didactic games into the curriculum, and their significance extends beyond the specific subject matter.
Didactic games significantly enhance students' engagement in the learning process, leading to improved participation and positive behavior in the classroom. Students who engage in didactic games demonstrate enhanced language acquisition and proficiency, thereby validating the effectiveness of these games in language education. There is a positive correlation between engagement in didactic games and enhanced cognitive development, particularly in problemsolving, critical thinking, and creativity. The significance of these findings lies in their potential to revolutionize the educational landscape. Didactic games are more than just an innovative pedagogical tool; they represent an opportunity to transform traditional learning into a dynamic and engaging process, ensuring that students not only excel academically but also develop essential cognitive and problem-solving skills.
References
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