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PLAY AS AN IMPORTANT MEANS OF TEACHING COOPERATION
B. Sadullaev
The article reveals the socio-pedagogical value of games in students' development and forming their cooperation skills, outlines classifications of games by their content and direction, and gives definitions by famous psychologists describing various aspects of gaming activities. The article highlights the role of games in developing a person's moral qualities and preparing students for life in society.
Key words: gaming activities, integrated child development, imagination, objective reality, game situation, personality traits, educational games, cooperation.
The most vivid impressions of each child are related to play activity, which has a leading value among children. Play may be interpreted differently, but all the interpretations are connected with the reality and the state of mind of the child. In the Uzbek explanatory dictionary, the notion of “game” is expressed as follows: ”Play: 1) opening of the mind, rest, spare time or educational activity; 2) an occupation performed in the form of a contest according to certain rules; 3) the art of expressing coordinated rhythmic movements and facial expression; 4) unorganized but otherwise attractive (or entertaining) actions”.
Children and teenagers feel a strong necessity to play. It is the childhood age that is crucial to a person’s development. According to L. S. Vygotsky, the play activity of children is the basis for their further development. While playing, children acquire the primary experience necessary for their social activity, and simultaneously develop physically and morally. All these properties are necessary for each person.
Usually children’s games are a prototype to didactic and business games. A game is the school of communication and self-affirmation as an individual. While playing, children learn specific roles, try to understand others, and explain themselves. All this is important for a common activity, as it is in cooperation that moral properties are developed. The game is a model of adult life. While playing, children not only acquire the notion of various professions, but gain necessary work skills, learn to estimate work results, and start to understand the social importance of work. Playing is also important because various game situations require multiple solutions. Therefore, games always have a practical value.
An important feature of games is the opportunity to think logically, since game situations require the usage of various objects, and the players have to coordinate interaction with them. Therefore, a creative approach towards games develops. While playing, children usually abstract from reality, but on the other hand, they are directly involved in it. As a result, children cognize objective reality to a greater extent, since any game is an imitation of the social reality.
Popular games are mostly related to holidays, traditions and people’s social life. We may provide, as an example, the games organized during Navruz, or the harvest festival. These games reflect ancient traditions and are related to the appeal to Heaven and to the Lord to grace them with a good harvest or gratitude for plentiful fruits.
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Most of the games have 4 main characteristic features: (1) games aimed at the free development of children at their wish (the most important thing in such a game is not the result, but satisfaction from playing); (2) games of creative, active character on the improvisation level; (3) games to raise one’s mood in the form of contests and competitions; (4) games favouring the development of logical thinking and aimed at revealing a hidden meaning, research.
Each game is determined by certain external and internal features: (a) the external features include the content, form, place, composition and number of players, control over the game process, the exact number of accessories, etc.; (b) the internal features include the participants’ inclination to play, their ideas and emotions, creativity, the transition from one stage to another, repetition of situations, compliance with the character, improvisation level, imitation possibilities, self-control or impatience, etc.
Educational games may be divided into two large groups: 1) creative games and 2) games according to set rules.
Games are created on the basis of real life according to set rules. Depending on their content, they may be used with the pupils of different ages.
Through playing children acquire positive traits, and experience common activity; they adopt the standards of moral behavior. In this context, the game is an efficient means of the person’s formation and development, therefore possessing a special educational significance.
Reference Literature
1. Аникеева Н. П., "Педагогика и психология игры". - М., 1986.
2. Вуарен Н. Что такое игра? // Культура, 1982. - № 4.
3. Исламов О. А. Дидактические игры как средство формирования познавательной активности учащихся в процессе обучения черчению: дис. канд. пед. наук. - М., 1994. -167 с.
4. Хайдаров Ж. С. Теория и практика организации игровой деятельности студентов в учебном процессе (дидактическая имитационная игра): дис. канд. пед. наук. - Алма-Ата, 1981. - 121 с.
Translated from Russian by Znanije Central Translastions Bureas
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