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21УДК 373. 3 016
ИГРОВАЯ ДЕЯТЕЛЬНОСТЬ КАК СРЕДСТВО СОЦИАЛИЗАЦИИ ДЕТЕЙ НАЧАЛЬНОЙ
ШКОЛЫ
Корягина О.В., Ласкина Н.В. Кокшетауский университет им.Абая Мырзахметова (г. Кокшетау, Республика Казахстан)
Аннотация. В статье рассматривается вопрос о влиянии игровой деятельности на процесс социализации младших школьников, описывается классификация занятий.
Ключевые слова: игровая деятельность, социализация младших школьников, коммуникативная направленность.
PLAY ACTIVITY AS A MEANS OF SOCIALIZATION OF PRIMARY SCHOOL CHILDREN
Koryagina O. V., Laskina N.V. Abay Myrzakhmetov Kokshetau University (Kokshetau, the Republic of Kazakhstan)
Annotation. In this article, we will look at and try to understand how gaming activities affect the socialization of primary school children. Learn more about the classification of activities.
Key words: play activities, socialization of younger students, focus on communication.
The study of the play activity of younger schoolchildren is primarily associated with clarifying the essence of the phenomenon under study, as well as the specifics of its course as a pedagogical process.
The use of the concept of activity in psychology, philosophy, and pedagogy makes it possible to study the consciousness of a person's personality in close unity with historically developing activity. The composition and functioning of a person's consciousness and abilities (his perception and imagination, thinking and memory, feelings and will), the nature of interpersonal relations, and personality traits and qualities depend on the level of its development and the specific features of its subject content.
Modern philosophy defines activity as a specific form of active attitude to the surrounding world, the content of which is its expedient change and transformation. Activity is always included in specific social relations and is determined by the conditions of material and spiritual communication that are characteristic of a given society.
The fundamental thesis of psychological science is that all the phenomena of consciousness, as well as the personality as a whole, are formed and manifested in activity. Since there is no consciousness without activity, and there can be no activity without consciousness, the" cell " of the psychological must be seen in action. "In action, as in a 'cell' or cell," S. L. Rubinstein wrote, " the rudiments of all the elements, or sides of the psyche, are represented."
According to L. S. Vygotsky, A. N. Leontiev, V. S. Merlin, K. K. Platonov; S. L. Rubinstein, D. I.; Feldstein, activity is a factor of personality development, if new types arise and differentiate in it and private mental processes are reconstructed, the main psychological changes of the child's personality depend on this activity. With the correct organization of externally set; activities, self-development of internal structures takes place, as a result: the formation of the personality and its qualities takes place.
The researchers emphasize the most important characteristics of the activity:
- objectivity — it obeys, is likened to the properties and relations of the objective world
transformed in the process of activity (L. P. Bueva);
- sociality — human activity is always of a social nature, encouraging people to exchange its products, information, to agree on individual goals and plans, to mutual understanding (V. I. Smirnov);
- consciousness — in the process of organizing and implementing activities, "consciousness performs a variety of functions: informational, orienting, goal-setting, motivational-motivational, regulating and controlling".
Teachers consider activity as a form of being and a way of existence and development of a person, a comprehensive process of transforming the surrounding natural and social reality (including himself) in accordance with his needs, goals and objectives.
Acting as a form of being and a way of existence of a person, activity:
- ensures the creation of material conditions for human life;
- satisfaction of natural-human-needs;
- becomes a factor in the development of the spiritual world, a form and condition
realization of its cultural needs;
- is the sphere of realization of a person's personal potential, achievement of life goals, success;
- creates conditions for the self-realization of a person in the system of public relations, for the realization of his social interests.
The intensity and dynamics of socialization of primary school children are largely determined by the measure of its activity. Therefore, the epistemological and praxeological aspects of the category "activity" acquire a special meaning. The epistemological significance of this category is that it allows us to analyze the dynamics of personal formation as a process of self-production of a person, in which he independently resolves and overcomes the contradictions of individual and social existence. The principle of activity allows us to overcome the view of the individual as a passive object of manipulation, the qualities of which are clearly set by external requirements and are the result of external influence (environment, ideology, educational institutions, etc.). Activity is at the same time a means of entering society, culture and a way of self-realization of the subject.
One of the main activities that ensure the unity of the child with the society (collective,
society), awareness of their individuality and subjectivity, is play activity. The pole of socialization of the student in the game activity is provided through the "embedding" of the child in a common social space for all, the assimilation of knowledge about the world around us, the universal norms of society, the appropriation and implementation of social experience.
Game activity as a means of socialization of a schoolchild in this perspective involves the active mastery of the child's social knowledge, experience of society and is considered by us from the standpoint of activity and socio-pedagogical approaches, which allow us to justify the following provisions:
- the individual receives from the outside the missing sociality from the objective, external factors of the "social environment", "social environment", which allow to optimize relations and contradictions in the system "society-individual", to focus on the inner spiritual world of a person, which is a kind of unity of the objective and subjective;
- it is necessary to reach the level of optimal conditions that harmonize the processes of social integration and individualization of young people within the educational institution, that is, from describing the objective external conditions of the individual's development and the characteristics of his spiritual world to go to the study of the conditions of social integration, the formation of the individual's social qualities, through which he realizes himself as a person, an individual.
The deep essence of the activity approach to play activity as a means of socialization of younger schoolchildren is that it focuses not only on the assimilation of social knowledge, but also on the ways of this assimilation, on the patterns and methods of socio-oriented thinking, on the harmonization of the social-general and individual-special, on the development of cognitive forces and creative potential of the child.
The installation of the game contributes to the fact that the child believes or does not believe in everything that happens in the plot of the game. In many games, the "function of the real" is present either in the form of conditions, or in the form of objects - accessories, or in the very intrigue of the game. A. M. Leontiev proved that "the child masters a wider, directly inaccessible circle of reality, only in the game. By having fun and playing, the child finds himself and becomes aware
of himself as a person. For children, the game is the sphere of their social creativity, the polygon of their social and creative self-expression. The game is extremely informative and tells the child a lot about it. The game is a way for a child to find himself in groups of colleagues, in society as a whole, in humanity, in the Universe, to access social experience, the culture of the past, present and future, to repeat social practices that are accessible to understanding. It is a unique phenomenon of universal culture, its source and peak. In no activity does a person demonstrate such self-forgetfulness, the exposure of their psychophysiological, intellectual abilities, as in a game. The game is a regulator of all the child's life positions. The school of play is such that in it the child is both a student and a teacher at the same time."
As a method, they became widespread in the 70s of the XX century. Educational games occupy an important place among modern psychological and pedagogical teaching technologies. Today, in Russia, in the United States, and in other developed countries, there is no educational institution that does not use business games or game-based teaching methods.
From the disclosure of the concept of the game by teachers, psychologists and teachers of various scientific schools, a number of general provisions can be distinguished:
1. The game acts as an independent type of educational activity for children of different ages.
2. Children's play is the most free form of their activity, in which the surrounding world is realized, studied, and a wide scope for personal creativity, self-knowledge activity, and self-expression opens up.
3. The game is the first stage of the preschool child's activity, the initial school of his behavior, the normative and equal activity of younger schoolchildren, adolescents, and youth, who change their goals as students grow up.
4. The game is the practice of development. Children play because they develop, and they develop because they play.
5. The game - the freedom of self-discovery, self-development based on the subconscious, mind and creativity.
6. The game is the main sphere of communication of children; it solves the problems of interpersonal relations, gaining experience of people's relationships.
The theory of educative learning that emerged in the Soviet educational system intensified the use of games in the didactics of preschool systems, but practically did not bring games to students, adolescents and young people. In Russia, the didactic value of the game was proved by K. D. Ushinsky. The pedagogical phenomenon of students ' play is interpreted in the works of A. S. Makarenko and V. A. Sukhomlinsky.
References
1. Myasishchev V. V. The concept of personality in aspects of norm and pathology. -SPb.: Publishing house "Piter", 2000. - 268p.
2. Mukhina V. S. the Game and its role in child development. - M.: Prosveshchenie, 1978. -412p.
3. Glickman I. Z. Theory and methodology of education. - M.: VLADOS, 2003. - 168p.
4. Vygotsky L. S. the Game and its role in the psychology of child development. - M.: Questions of psychology, 1989. - 285p.
5. Leont'ev A. N. Selected psychological works: In 2 t. - M.: Pedagogika, 1983. - 391p.
6. Rubinstein S. L. Fundamentals of General psychology. - M.: Moscow, 1946. -703p.
7. Shorokhov E. V. Problems of personality psychology. - M.: Nauka, 1982. - 246 p.
8. Shaukenova Z. K. Social cognition. -Almaty: IFPR KP MES RK, 2012 - - 312 p.
Корягина Ольга Васильевна, кандидат педагогических наук, доцент, Кокшетауский университет имени Абая Мырзахметова (Республика Казахстан, г. Кокшетау).
Ласкина Наталья Викторовна, магистрант, Кокшетауский университет имени Абая Мырзахметова (Республика Казахстан, г. Кокшетау). e-mail: ivanchenko-v@mail.ru
Дата поступления статьи: 24.03.2021
© Корягина О.В., Ласкина Н.В., 2021
