CC BY
6
UDC 7948
DOI: 10.14526/2070-4798-2022-17-2-154-160
"Saizanak" game for children of nomadic people
Ella R. Mendot1*, Inga E. Mendot', Emma E. Mendot', Vladimir B. Mongush2
1Tuva State University, Kyzyl, the Republic of Tuva, Russia ORCID: 0000-0002-2165-4551 [email protected]* ORCID0000-0002-5416-7573 [email protected] ORCID: 0000-0003-2970-0572 [email protected] 2Presidential Cadet School Kyzyl, the Republic of Tuva, Russia [email protected]
Abstract: This article considers the analysis of Tuvan plot role-playing children's game "Saizanak" of Tuvan nomads (translation into Russian- imitation of adults' life in terms of household, professions). It guides the child through life and has a great influence on character, willpower, independence, tolerance, leadership and compliance upbringing. The children of Tuvan nomads played "Saizanak" during cattle grazing - this is their natural need and this way they gradually master the skills and abilities to use different objects. "Saizanak" teaches how to act in different situations, strengthens child's phyche and attention, helps to feel own inner freedom, independence. It teaches to interact with people around; provides valuable spiritual-moral feelings formation (humanity, love, empathy and others), speech development, makes children reproduce in games everyday and socially useful work of adults (parents). In accordance with the demands of the Federal state educational standard of pre-school educational establishments of the Republic of Tuva, Russia children should have full-fledged stages of childhood, realizing their needs in different kinds of activity, mainly in a form of a game and creative activity. One of the main objectives of pre-school educational establishment is children's attention, physical and psychic health development, their emotional well-being improvement. This game is characterized by the fact that children not only get an opportunity to move, express initiative, interact with coevals, learn how to be attentive and develop their speech, but also get acquainted with the peculiarities of own nation. "Saizanak" game is addressed to pre-school teachers and parents for family upbringing and during holidays.
Keywords: plot game, tradition, exercises, teaching, upbringing, attention, imagination, speech, psychological development, thinking, creativity
For citation: Ella R. Mendot*, Inga E. Mendot, Emma E.Mendot, Vladimir B. Mongush. "Saizanak" game for children of nomadic people. Russian Journal of Physical Education and Sport. 2022; 17(2): 122-126. DOI: 10.14526/2070-4798-2022-17-2-154-160.
Introduction
Plot role-playing game demands the following qualities: initiative, sociability, the ability to coordinate own actions with the actions of the group of coevals, in order to set and support communication. A child should develop the skills of being kind to a person he or she communicates with, respect other person's opinion, express own opinion positively, understand coevals and adults, help each other, adults, old people and small children. Game helps to reproduce creatively the life of a family, improves the ability to create the surrounding of the desired plot independently. Game is a free action, first of all. [1, p.5-11].
Each nation has its own traditions and games. Game is an important direction of the teaching process humanization among pre-school children.
Each national game has its own characteristics, differs from usual exercises, as it has own model, aesthetic qualities, moral and intellectuality. Game is a great opportunity to revive the culture of nomads. Games develop physical and mental abilities of children, bring up steady character and the ability to take care of animals and home. During the game children study environment, learn and use texts and songs during games, develop own speech.
The aim of the research: to involve children of nomads into culture by means of a game. The objectives of the research: Tuvan nomads' "Saizanak" game introduction into work with children at preschool educational establishments.
For this purpose we present "Saizanak" game, as it is an integral part of multicultural, physical, aesthetic upbringing of children at a kindergarten.
National games of nomads have centuries-old history. They preserved till present days, being handed down from generation to generation, absorbing the best national traditions and manners.
Using plot role-playing games at pre-schools during physical culture lessons gives a great opportunity for patriotic and international upbringing of children.
Children nowadays don't play games very often, as instead of outdoor games they have computers, they spend a lot of time with telephones, pads, which causes less active lifestyle and has a negative influence on the functional state and working capacity of a person. It is widely acknowledged that, sedentary life is the risk factor for obesity, diabetes, osteoporosis, osteochondrosi, cardiovascular disease (chronic heart disease, hypertensive disease), respiration disorders (Chronic Obstructive Pulmonary Disease). According to statistical data 50-60% of children of the Republic of Tuva have such diseases.
One of the ways of struggling against not active life style is using different means of national physical culture. It provides the level of functional and physical development increase among pre-school and junior school children.
Guzik M.A. underlines that a game presents environment, gives freedom of actions for a child and is the leading method of physical culture formation. In pedagogical upbringing games are considered the most important means of a child's thorough development. Deep meaning of a game is in its full-fledged role in physical and spiritual life. It exists in the history and culture of nomadic people. Game can be called the most important upbringing instrument. It provides both physical and mental abilities development and moral norms, rules of behavior, ethnic-cultural values of a nation mastering [1].
Plot role-playing game "Saizanak" develops intellect, imagination, forms social qualities. Any game is always a creative activity, in which a child's natural need for movement is realized, the necessity to find the solution to lack of motor activity problem.
Johan Huizinga in his works underlined that a game helped a person to be the part of the whole nation, gave an opportunity to test oneself, brought
up, taught and developed. Nowadays, when we take care of national identity revival, return to the experience of the past, it is impossible to escape a national game, which is an important part of this experience [6].
National game is the most important school of life that is why it is necessary to study it and make everything possible to give it a new life, as a national game always was the mechanism. It provided a person's involvement into social life, both in psychological and everyday orientation.
Tuva outdoor games were classified and analyzed by many scientists. They underlined that the national outdoor games, as the whole traditional art, were formed during the period of millennial experience and society development. From ancient times Tuvinian plowmen-cattlemen and hunters satisfied their aesthetic needs with traditional art, in particular, with games. Initially game reflected only labor or everyday actions. Games also develop the qualities, which in the future provide child's taking part in labor, or children's crafts is based on imitation. It is an important factor for a child's development, including his artistic abilities. Deep and difficult process of transformation and life experience mastering is realized during national games. Creativity is also demonstrated in the content- topic of the game choice, searching for the ways of the planned ideas realization, children copy what they see, not paying attention to audience, transfer own attitude to the realized, own thoughts and feelings [5, p. 299-305].
Tuvinian poet A.K. Kalzan saya: "Saizanak" is a plot role-playing game and a creative game of preschool children. It presents the activity, in which children take the role of adults and in a summarized form in specially created conditions reproduce the activity of adults and relations between them. For these conditions it is typical to use different objects for a game. They can substitute real objects of adults' activity. In ancient times mainly children-shepherds played games during small cattle herding. From different stones children built a small "og" (yurt, nomads house) and "aal" (shepherd sits) with all furniture and things inside - small cabinet, coffer, bed, stove and others (Fig.).
During "Saizanak" game children bring stones, which substitute toys, sometimes use self-made objects, cut of wood domestic animals figures.
Mongush Kenin-Lopsan Borakhoevich underlines an important factor: the plot of the game reveals the content and the character of actions and relations, with which the participants of the game are connected, as the reproduced situation is formed from the plot and roles, which children take during the game. The imagined situation of "Saizanak" game influences mental activity development, as when a child gives names to stones, for example, round stones - a cattle (cows, horses), small stones-rams, smaller stones- lambs, kids, in accordance with the game plot a child transfers from the plan of a real action with material objects into the plan of mental actions. Here it is very important to underline that plot role-playing game "Saizanak" provides a child's intellectual development. In a game children use different stones as objects-substitutes: "Children, as a rule, prefer to use nonformal objects, which don't have any action". A long red triangular stone resembles a girl. Children make an agreement: "it would be a coffer (aptara), this would be a boiler (pash)". In this case extremely rich speech connection appears. It helps to explain the essence of each separate movement, stone, object- substitute. If you invite "neighbours", you have to speak for them, changing the intonation. Widely spread were the following verbal formulae of everyday greeting and communication with the tone of politeness: "Amyr!"- "Peace attend you!" and etc. (Mongush Kenin-Lopsan B.,1994).
With an independent child's practical activity development there appears the need for own plot formation, for difficulties establishment, for reasoning connected with the ways of actions fulfillment. On this base there appear intellectual
functions of speech, which are demonstrated in an "inner monologue", during which monologue take place. Functions and forms of speech during preschool age period become varied. A child during the game masters all main forms of oral speech. It is typical for adults. New needs for communication and activity, which lead to new forms of speech development, lead to intensive language mastering. The speech of a child becomes more connective. The degree of connective speech depends, first of all, on its objective, content and situation, in which communication happens.
Great amount of Tuvinian national games reflect family-everyday and social relations at different stages of historical development.
I.U. Sambu is the author of many Tuvinian games. "Saizanak" game is played by pre-school children at pre-school establishments.
Attributes for the game. Different in size and color stones, dishes smithereens, big flat stones on which children can draw. Children build aal -(dividing into groups, each group creates its own aal - house). For example, children draw grids of yurt on big stones, square stones can be a bed, glass odds and ends can be dishes (cups-ayak), boilers -pash) [6].
Nowadays parents buy children special toy-houses, equipped with all things. Children in a village don't have such an opportunity, that is why they play their own way, they use small round stones to make "cattle" - horses, goats, rams, cows and etc.. Children place household stuff as they want (aal- household, house, courtyard). The landlord becomes the eldest boy, he controls the household, gives orders to "workers"-children. "Landlady" becomes a girl, who is bigger or more communicative in comparison with other girls. Imitating adults this girl feeds and brings
up "children" (the rest of the game participants), milks a cow, cleans up. Children set the objectives to distribute the roles correctly, as it is a plot game, build a nice house. Different sides of a nation life are reflected in Tuva national games: everyday life, traditions, religion, labor activity and etc. [3].
During our research work we used a sociological method - a questionnaire survey. We created the questionnaire. The questions in the questionnaire were connected with national games for children: day regimen, game use for physical qualities development during the walk or at home, day off organization, outdoor games use at a kindergarten with kindergarteners and instructors, children's activity and development. The results of the survey mention that after the game children become stronger physically and psychologically, their self-confidence and relations with other people improve. The amount of the examined parents, whose children attend different kindergartens in Kyzyl was 100 people.
It should be noted that owing to the questionnaire w revealed three categories of parents: the 1st category of parents are always involved into sport, play outdoor games, during the weekend go to ski, in summer they walk, at home play with their children board and intellectual games for attention and speech development (18% of respondents); the 2nd category- parents, who are sometimes involved into sport and sometimes play with their children (47% of respondents);the 3rd category-parents, who are not involved into sport at all and who don't play with their children, they have no time for children (35% of respondents).
According to the results of the questionnaire and interviews among parents we see that it is necessary to work with parents, make them spend more time with their children, paying more attention to their physical development, teaching interesting national, outdoor and board intellectual games, which can provide not only children's physical, but also cognitive and intellectual abilities development.
Johan Huizinga underlines that imitative games are especially important: they teach a child to observe and remember. For example, playing with a doll a girl "feeds" it, "visits friends" with it; a boy builds a house, drives a car or rides a horse and keeps a house. Children imitate labor activity of own parents, grandparents, their everyday duties and joy.
"Saizanak" game presents real life of nomadic people imitation. It involves children into labor activity and helps to preserve the culture of the game, attracting children's attention to national games of their grandparents. Unfortunately many national games were forgotten. In the work with children we try to preserve the rules and content of the game as the layer of culture, the absence of which would lead
to irreversible changes in consciousness of a folk, to physical and moral health weakening [4, p.299].
Conclusion
Ehnopedagogics of Tuvinians, as the whole culture, is constantly developing. Its components are national games, which form an important means of teaching and upbringing of the oncoming generation. The distinctive feature of Tuva national games is the fact that they correspond with the life of nomadic people, are available for organization, simple in attributes creation and are interesting for children and young people. Tuva national games owing to their simple form, deep meaning of content didn't lose their upbringing value till present times [3, p. 105].
Tuva scientists in their works mention that in the history of Tuva national games we can see that the games improved and changed since ancient times depending on location, time and nationality. Games contain humor, jokes, competitive spirit: movements are often accompanied by counting rhymes, funny moments.
Thus, nowadays the objects-substitutes and characters in "Saizanak" game changed among children: in kindergartens, at home and outdoors children imagine that they are doctors, sellers, teachers, artists, designers, architects and etc.
Plot role-playing game "Saizanak" teaches children to choose the future profession. In cultural-historical development "Saizanak" game is an important factor of upbringing during the process of the initial training of children at pre-school, communication with other children and training for further life. This training is based on the peculiarities of interaction with environment.
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Submitted: 20.05.2022 Author's information:
Ella E.Mendot - Candidate of Pedagogics, Associate Professor, Tuva State University, 667000, Russia,
the Republic of Tuva, Kyzyl, Lenina str., House 5, e-mail: [email protected]
Inga E.Mendot - Candidate of Pedagogics, Associate Professor, Tuva State University, 667000, Russia,
the Republic of Tuva, Kyzyl, Lenina str., House 5, e-mail: [email protected]
Emma E.Mendot - Senior Lecturer, Tuva State University, 677000, Russia, the Republic of Tuva, Kyzyl,
Lenina str., House 5, e-mail: [email protected]
Vladimir B. Mongush - Lecturer-mentor, Presidential Cadet School, 677007, Russia, the Republic of Tuva, Kyzyl, Moskovskaya str., House 74, e-mail: [email protected]
