Antipyretics for children are prescribed by a pediatrician. But there are emergency situations for fever when the child needs to be given medicine immediately. Then the parents take responsibility and use antipyretic drugs. What is allowed to give to infants? How can you bring down the temperature in older children? What medicines are the safest?
Tatyana Karavaeva
The influence of gaming activity on the development of personal qualities of a preschooler
« The influence of gaming activity on the development of personal qualities of a preschooler»
“Children are always willing to do something.
This is very useful, and therefore not only should this not be interfered with, but measures must be taken to ensure that they always have something to do.
Ya. Comenius
Today, many adults are faced with the persistent reminder of educators and psychologists about the need to play preschool age . At times it sounds undeniably formal. Indeed, why waste time on empty amusements, when the child already knows how to establish contacts with adults and peers, is keenly interested in the technique of writing, counting, dreams of excellent grades, and besides, he absolutely does not want to play and does not believe in any "pretend"? Perhaps he has already outgrown the game, and he became uninteresting? Maybe today's children do not need a game at all? Or computer games fully satisfy play need? I would like to find answers to these and many others today together with you.
Preschool age is called the age of play. This is no coincidence. Almost everything that children do, left to their own devices, they call game. Often modern adults underestimate the value of the game, being carried away by learning and accelerating the pace. child development. Therefore, if we have (adults) have free time and choice: play or work out with the child, most likely, he will prefer the latter. And in vain.
Let's look at what a game is for a child, how is it affects its development. in general, and why is it needed at all?
Psychological research shows that a child who "didn't finish" in childhood, it will be more difficult to learn and connect with other people than children with a rich gaming experience, the experience of playing together with peers.
The game is not at all an empty activity, it not only gives maximum pleasure to the child, but is also a powerful means of development, a means of forming a complete personalities.
The game is a special kind human activity. It arises in response to the social need to prepare the younger generation for life.
For games to become a true organizer of people's lives, their active activities, their interests and needs, it is necessary that in the practice of education there be a richness and variety of games. Children's life can be interesting and meaningful if children have the opportunity to play different games, constantly replenish their game luggage.
The question of why a child plays has always worried many philosophers, scientists and practitioners.
So K. Gross believed that the game is the unconscious preparation of the young organism for life.
K. Schiller, G. Spencer explained the game as a simple waste of excess energy accumulated by the child. It is not spent on labor and is therefore expressed in terms of game actions.
K. Buhler emphasized the usual enthusiasm with which children play, argued that the whole point of the game lies in the pleasure that it gives to the child.
Although the given explanations of the game seem to be different, however, all these authors argue that the game is based on instinctive, biological needs. child: his inclinations and desires. Russians and Soviets take a fundamentally different approach to explaining the game. scientists:
So domestic psychologists (L. S. Vygotsky, A. V. Zaporozhets, A. N. Leontiev, S. L. Rubinshtein, D. B. Elkonin) consider the game to be the leading preschool activities, due to which significant changes occur in the child's psyche, quality preparing the transition to a new, higher stage development. All sides in the game personalities children are formed in unity and interaction.
According to S. L. Rubinshtein, “in the game, as in a focus, they gather, manifest in it and through it all aspects of mental life are formed. personalities". Watching a child playing, you can find out his interests, ideas about the life around him, identify character traits, attitudes towards comrades and adults.
A. S. Makarenko wrote: "The game is important in the life of a child, has the same meaning as an adult has activity, work, service. What a child is in play, so in many respects he will be in work when he grows up. Therefore, the education of the future doer happens primarily in the game. And the whole history of an individual as figure or an employee may be represented in development games and in its gradual transition to work.
Let's try to answer the following questions:
WHAT IS THE MAIN SIGNIFICANCE OF THE GAME FOR THE MENTAL DEVELOPMENT?
WHAT'S HAPPENING TO GAME IN THE MODERN WORLD?
Preschool age is a unique and decisive period child development when the foundations arise personalities, will and voluntary behavior are formed, actively imagination develops, creativity, general initiative. However, all these important quality are formed not in training sessions, but in the leading and main activities of a preschooler - in the game.
The most significant change noted not only by psychologists, but also by most experienced preschool teachers, lies in the fact that children in kindergartens began to play less and worse, especially (both in quantity and duration) role-playing games.
preschoolers practically do not know traditional children's games and do not know how to play. AT quality The main reason is usually cited as lack of time to play. Indeed, in most kindergartens, the daily routine is overloaded. various there is less than an hour left for classes and free play.
However, even this hour, according to the observations of teachers, children cannot play meaningfully and calmly - they fuss, fight, push - therefore, educators seek to fill the children's free time with calm activities or resort to disciplinary actions. At the same time, they state that preschoolers do not know how and do not want to play.
It really is. The game does not arise by itself, but is transmitted from one generation of children to another - from older to younger. At present, this connection between children's generations is interrupted (children's communities of different ages - in the family, in the yard, in the apartment - are found only as an exception). Children grow up among adults, and adults have no time to play, and they don’t know how to do it and don’t consider it important. If they take care of children, they teach them. The game is dying as a result. preschoolers And with it comes childhood itself.
Minimize the game to preschool age is very sadly reflected in the general mental and personal development of children. As you know, it is in the game that the most intensive thinking develops, emotions, communication, imagination, consciousness of the child.
The advantage of the game over any other children's activity is that in it the child himself, voluntarily obeys certain rules, and it is the implementation of the rules that gives maximum pleasure. This makes the child's behavior meaningful and conscious, turns it from a field into a strong-willed one. Therefore, the game is practically the only area where preschooler can show initiative and creativity.
And at the same time, it is in the game that children learn to control and evaluate themselves, to understand what they are doing, and (probably the most important) want to do the right thing. The attitude of modern preschoolers to play(and therefore also play activity) have changed significantly. Despite the persistence and popularity of some game plots(hide-and-seek, tags, daughter-mothers, children in most cases do not know the rules of the game and do not consider it necessary to follow them. They cease to correlate their behavior and their desires with the image of an ideal adult or the image of correct behavior.
But arbitrariness is not only actions according to the rules, it is awareness, independence, responsibility, self-control, inner freedom. Having lost the game, children do not acquire all this. As a result, their behavior remains situational, involuntary, dependent on surrounding adults.
Observations show that modern preschoolers unable to organize their own activity, fill it meaning: they loiter, push, sort out toys, etc. Most of them do not developed imagination, there is no creative initiative and independence of thinking. And since preschool age is the optimal period for the formation of these important qualities, it is difficult to harbor illusions that all these abilities will arise by themselves later, at a more mature age. Meanwhile, parents, as a rule, do not care much about these problems.
HOW DO YOU MANAGE CHILDREN'S GAMES?
HOW INFLUENCE ON THEIR STORIES AND CONTENT?
First of all, direct influence the content of children's games is influenced by family relationships and the nature of family life. The life of the family and the relationship of elders and younger in this family, the attitude to their duties are an example for children, which is reflected in games.
Of course, the intervention of an adult in a child's game requires great tact. You should intervene in a child's game only in those cases when it seems to you undesirable, harmful in an educational sense, or in those cases when the child has already exhausted his possibilities, repeats the same actions many times and the game begins to bother. Lead children's creative best game while playing with the child. Children love and appreciate joint games with their parents. The child may act as the driver, while the mother or father may act as passengers or controllers. However, the content of such joint games is difficult to foresee. In almost any game, an adult can find a role for himself that will make it possible to quietly lead game enrich its content.
Conclusion
Thus, in playful form are instilled in preschoolers knowledge from different fields of science, in kindergarten a child learns to perform various activities, develops memory, thinking, creativity. During the game, children learn complex ethical concepts and norms, learn to control their behavior, copy the behavior of others, and in development these skills the child is helped by the closest people - his educators and parents.
The game has a positive influence on the formation of interaction and relationships of children. Games remove psychological barriers, instill self-confidence, improve communication between children and adults.
Specificity preschool age lies in the fact that all mental processes are very mobile and plastic, and development potential opportunities of the child largely depends on what conditions for this development created by adults.
Bibliography
1. Anikeeva, N. P. Education game// Psychological science of school Text / N. P. Anikeeva. - Enlightenment, 1997.
2. Bogoslovsky, V. V. General psychology Text: tutorial for students ped. Institutes / V. Bogoslovsky. – M.: Enlightenment, 1981.
3. Boguslavskaya, Z. M. Educational games for younger kids preschool text: book. for a kindergarten teacher / Z. M. Boguslavskaya, A. K. Bondarenko and others - 2nd ed., edited. – M.: Enlightenment, 1991.
4. Uruntaeva, G. A. Child psychology Text: a textbook for secondary educational institutions. G. A. Uruntaeva. – M.: Academy, 2006.
Studying history, we see how different aspects of social life change over time, one type of society replaces another.
Social change
Various changes are constantly taking place in society. Some of them are being implemented before our eyes (a new president is being elected, social programs are being introduced to help families or the poor, legislation is being changed).
Social changes are characterized by their direction, they are both positive (positive changes for the better), they are called progress, and negative (negative changes for the worse) - regression.
We advise you to remember!
Social progress - consistent positive changes in society; the process of its ascent from one historical stage to another, the development of society from simple to complex, from less developed forms to more developed ones.
Social regression is the movement of society back to the lower stages of development.
Let's look at a historical example. The Roman Empire developed progressively over hundreds of years. New buildings were erected, architecture, poetry and theater developed, legislation was improved, new territories were conquered. But in the era of the Great Migration of Nations, barbarian nomadic tribes destroyed the Roman Empire. Cattle and poultry grazed on the ruins of ancient palaces, aqueducts no longer supplied fresh water to the cities. Illiteracy reigned where the arts and crafts once flourished. Progress has been replaced by regression.
Ways of social progress
Progress is made in many ways and ways. There are gradual and spasmodic types of social progress. The first is called reformist, the second - revolutionary.
We advise you to remember!
Reform - partial gradual improvement in any area; legislative change.
Revolution - a complete change in all or most aspects of public life, affecting the foundations of the existing social order.
The first revolution in the history of mankind was the so-called Neolithic revolution, which was a qualitative leap, the transition from an appropriating economy (hunting and gathering) to a productive one (agriculture and cattle breeding). The Neolithic revolution began 10 thousand years ago. It was a global revolution - it swept the whole world.
The second global process was the industrial revolution of the XVIII-XIX centuries. It also played an outstanding role in human history, led to the spread of machine production, the replacement of an agrarian society by an industrial one.
Global revolutions affect all spheres of society and many countries, and therefore lead to qualitative changes.
The revolutions taking place in individual countries also lead to reorganization in all spheres of people's lives. A similar thing happened to Russia after the October Revolution of 1917, when the Soviets of Workers' and Peasants' Deputies came to power. Authorities have changed, entire social groups have disappeared (for example, the nobility), but new ones have appeared - the Soviet intelligentsia, collective farmers, party workers, etc.
Reforms are partial changes that affect not the entire society, but its individual areas.
Reforms, as a rule, do not affect all countries, but each one individually, since this is an internal affair of the state. Reforms are carried out by the government, they are public, they are planned in advance, wide sections of the population are involved in their discussion, and the progress of the reform is covered by the press.
Interesting Facts
One of the greatest reformers in history was the Byzantine emperor Justinian I (527-565) - He established a commission to create a code of Roman law (in Latin - Corpus juris civilis) in order to replace obsolete laws. It was also necessary to eliminate contradictions in the legislation. When the Code of Justinian was created, all laws not included in it lost their force. Until now, Roman law underlies the civil law of most modern countries (including Russia).
Today, our country is undergoing an education reform that began back in the 1990s and led to the emergence of new textbooks, the USE examination system, and state educational standards.
smart thought
"Progress is a way of being human."
- - Victor Hugo, French writer - -
The impact of technological progress on society
The basis for the development of society is technical progress- improvement of tools and technology, as it changes the production, quality and productivity of labor, has an impact on man, on the relationship of society with nature.
Technological progress has a long history of formation. About 2 million years ago, the first tools of labor appeared (remember what they were), from which technical progress originates. Approximately 8-10 thousand years ago, our ancestors switched from gathering and hunting to farming and cattle breeding, and about 6 thousand years ago people began to live in cities, specialize in certain types of labor, divided into social classes. In the second half of the 17th century, with the beginning of the industrial revolution, the era of industrial factories opened, and in the 20th century - computers, the Internet, thermonuclear energy, and space exploration. The modern personal computer is superior in performance to the computing centers of the 80-90s of the last century.
What replaced the forge (1), plow (2), pen and inkwell (3)? Can we speak of social progress in these cases?
Perhaps no other society valued innovation as highly as it does today. In the 20th century, unique inventions were made: electricity, radio, television, cars, airplanes, nuclear energy, rocket science, computers, laser technology and robots. Each new invention, in turn, led to the creation of even more advanced generations of technology.
Technological progress also affected the social sphere. Technical devices make life much easier for a person, help people solve everyday problems (cook food, clean an apartment, do laundry, etc.), come to the aid of people with disabilities. The advent of the automobile radically changed the idea of the place of work and residence, made it possible for a person to live many kilometers from his workplace. People have become more mobile, including teenagers who, thanks to the Internet, have begun to communicate with their peers from geographically distant places.
Technological progress has changed the lives of millions of people, but at the same time has created many problems. Active human intervention in nature has led to many negative consequences: many species of plants and animals disappear or are on the verge of extinction, forests are cut down, industrial enterprises pollute water, air and soil. The conveniences of city life are accompanied by air pollution, traffic fatigue, and so on.
Summing up
Social progress is the movement of mankind from lower to higher levels. It has a global character covering the whole world. On the contrary, regression is a temporary retreat from the won positions. Revolutions and reforms are two types of social progress. Revolutions can be global or limited to one or a few countries. Reforms are carried out only in one society and are gradual.
Basic terms and concepts
Social progress, social regression, reforms, revolution, technical progress.
Test your knowledge
- Give examples of social change. Do changes in social life always lead to positive consequences? Justify your answer.
- Explain the meaning of the concepts: "social progress", "social regression", "reform", "revolution", "technical progress".
- Choose keywords that characterize social progress, regression of society, revolutions, reforms.
- Give examples from history that illustrate the various paths of social progress.
- How do you think wars affect the development of society? Do they play a progressive or regressive role? Explain your answer.
Workshop
Progress is one of the forms of development, characterized by such irreversible changes in a phenomenon or an integral system, as a result of which they move from a lower to a higher, from a less perfect to a more perfect state. Having given the definition of progress, it is necessary first of all to find out whose progress - an individual, a social group, society or the whole of humanity - is it? This is far from an idle question, because the progress of the individual has its own characteristics and its own criteria, which do not coincide with those applied to society or humanity.
Social progress is a direction in the development of human society, a kind of “man”, characterized by such irreversible changes in humanity with all aspects of its life, as a result of which the transition of humanity from a lower to a higher one, from a less perfect to a more perfect state. Social progress is the development of the whole society as an integrity, the movement towards the perfection of all mankind.
In the extensive literature on social progress, there is currently no single answer to the main question: what is the general sociological criterion of social progress?
A relatively small number of authors argue that the very formulation of the question of a single criterion of social progress is unlawful, since human society is a complex organism, the development of which is carried out along different lines, which makes it impossible to formulate a single criterion.
However, already in the very formulation of such a criterion, there are significant discrepancies.
One part of the scientists argues that the general sociological criterion of social progress is the production forces of society.
A serious argument in favor of this position is that the very history of mankind begins with the manufacture of tools and exists due to continuity in the development of productive forces.
The disadvantage of this criterion is that the assessment of production forces in statics involves taking into account their number, nature, the level of development achieved and the productivity of labor associated with it, the ability to grow, which is very important when comparing different countries and stages of historical development. For example, the number of production forces in modern India is greater than in South Korea, and their quality is lower.
If the development of productive forces is taken as the criterion of progress; evaluating them in dynamics, then this presupposes a comparison not from the point of view of the greater or lesser development of the productive forces, but from the point of view of the course, the speed of their development. But in this case, the question arises, which period should be taken for comparison.
Progress inconsistency.
| Controversy of progress | ||
| Examples of events and social changes recognized as progressive | Positive manifestations and consequences | Negative manifestations and consequences |
| Increasing and improving the material and production activities of people | Increasing quantity and quality of material goods intended to meet the needs of people | Destruction of nature, irreparable damage to the human environment, undermining the natural foundations of society |
| Discoveries in the field of nuclear physics | Creation of a new source of energy | Creation of atomic weapons |
| Growth of large cities - urbanization | Diverse conveniences of city life, developed infrastructure for production and everyday life | The need to daily stay on transport routes, polluted air, street noise, stress and other "diseases of urbanization" |
| The emergence of computer technology | Expanding the possibilities of creative work, increasing its efficiency | Computer gambling, new diseases associated with prolonged work at the display |
The price of progress. This is the price that humanity has to pay for enjoying the benefits of progress. For example, the auto industry pollutes the environment, as a result, we pay with our health for the opportunity to drive a car. The development of some industries makes it possible to perform work by machines, because of this, some people may lose their jobs. Space flights create ozone holes. Genetically modified foods and the addition of antibiotics, for example, to milk give these products a long shelf life, but adversely affect health. And there can be many such examples.
The problem of the meaning and direction of the historical process.Basic models of the historical process. All existing ideas about the direction, purpose and nature of historical development can be reduced to the following models of the historical process: 1. Cyclic I. Its essence is that various societies that have ever existed in history, including modern societies, go through the same closed cycles of birth, rise, decline and death (mythological ideas, ancient philosophers, N.Ya. Danilevsky's concepts of local cultures , O. Spengler, A. Toynbee, P. Sorokin's cyclic model of society).2. Linear. The idea of the upward progressive development of history, the transition of society from lower, less perfect forms of life to more perfect ones. The linear model of history is progressive. (philosophy of the Enlightenment, positivism, theories of technological determinism W. Rostow, O. Toffler).3. Spiral. This model is a kind of synthesis of the linear and cyclic (circular) models. It also presents history as progress, but is based on a dialectical understanding of historical development, in which each new stage is both a denial and a preservation of the previous stages of development (H. Hegel's idealistic philosophy of history, K. Marx's historical materialism) .4. Postmodern and non-linear models. The postmodern model is based on the idea of the current state of society as a “state of postmodernity” (“postmodernity”), in which history is deprived of meaning and a single goal of its development, and the claim to such a meaning is exposed and exposed as a metaphysical claim to domination (postmodernist philosophers J. Deleuze, J.-F. Lyotard, M. Foucault, J. Derrida). The non-linear model forms the idea of history not as a progressive and linear development, but as an indefinite and chaotic process (representatives of synergetics, representatives of postmodernism). Synergetics speaks of any development as an indefinite process. The world is facing a bifurcation point, where the ratio of order and chaos changes and a situation of unpredictability sets in. The main importance is given to randomness as a factor that determines the non-linear nature of the historical process and the self-organization of society.
Humanity as a social community.Social community(English community - community, community, unification, unity, inseparability) - a real association of people, objectively given by the way of their stable relationship, in which they act (manifest themselves) as a collective subject of social action.
Often the category of social community is interpreted as too broad a concept that unites various populations of people, which are characterized by only some of the same features, the similarity of life and consciousness. Etymologically, the word "community" goes back to the word "general". The philosophical category “general” is not similarity, not repetition, and not sameness, but the unity of differences interconnected within the framework of a single whole, or one in many ways (the unity of the manifold).
Social community is a generic concept in relation to the concept of "society". Society (in a broad sense) is understood as a historically established community of people. Historically, the tribal community was the first form of existence of the human race as a community. In the process of the historical development of society, the main forms of human activity - social communities - also changed.
Social community is objectively given real way social interconnection of people and reflects the everyday form of their collective life - association. Social communities of various types are determined in one way or another (type) of the relationship of people.
Manifold. Modern humanity is 6 billion earthlings, thousands of large and small peoples, about two hundred states; it is a variety of economic structures, forms of socio-political and cultural life. One of the reasons for the diversity of the world is the difference in natural conditions, the physical environment for people. These conditions affect many aspects of social life, but primarily on human economic activity. In ancient times, climate, soil fertility, vegetation predetermined the methods of cultivating the land and raising livestock, stimulated the creation of certain tools and the production of various products. Natural conditions affect not only the nature of the home, styles of clothing, household utensils and military weapons. The natural habitat also influences the political structure of states, and the relationship between people, and the emerging forms of ownership. Indeed, why did private ownership of land appear in Ancient Greece and Rome? Among other reasons, natural conditions contributed to this. The diverse landscape - mountains, valleys, forests, many small rivers - made it difficult for the ancient Greeks and Romans to form large communities. Solid soils required the hard work of farmers, harsh winters prompted them to take care of creating stocks of food and seeds for the future harvest. All this made us rely primarily on our own strength. Along with natural conditions, the diversity of social life is associated with the historical environment for the existence of societies, which develops as a result of their interaction with other tribes, peoples, and states. Here is what G. Plekhanov wrote about this: “Since almost every society is influenced by its neighbors, we can say that for each society there is, in turn, a certain social, historical environment that affects its development. The sum of the influences experienced by each data society from its neighbors, can never be equal to the sum of the same influences experienced at the same time by another society.Therefore, every society lives in its own special historical environment, which can be - and indeed often happens - very similar to the historical environment surrounding other peoples, but it can never be and never is identical with it. This introduces an extremely strong element of diversity ... into the process of social development. " You already know that in every historical epoch, since the appearance of the first civilizations, there have been different types of civilizations. Has this civilizational diversity been preserved in the modern world?
The relationship and integrity of the modern world. Scientists note that the modern world, on the one hand, is diverse and contradictory, on the other hand, it is integral and interconnected. Let's consider these features in more detail.
The following facts speak about the diversity of the modern world:
more than 6 billion people live on planet Earth, representing three main (Equatorial, Mongoloid and Caucasoid) and several transitional racial groups, united in more than 1000 ethnic groups speaking different languages, the number of which cannot be accurately calculated (from two to three thousand) and which are subdivided into 23 language families;
in the modern world there are more than 2,000 independent states that independently conduct domestic and foreign policies, have various forms of government and territorial structure;
these states differ in the level of economic development and the standard of living of people. Along with countries that have a highly developed economic structure and provide a high level of income for citizens, there are dozens of states that maintain a primitive economic system and a low standard of living;
The religious image of the modern world is diverse. The main part of mankind adheres to one of the world religions: Christianity, Islam, Buddhism. Others profess Hinduism, Judaism, Taoism, Confucianism, local traditional beliefs. Many hold atheistic beliefs;
there is a great diversity of cultures, national and local traditions, lifestyles and behaviors.
The diversity of the modern world is explained by the difference in natural and climatic conditions that determine the uniqueness of the relationship between a particular society and the natural world; the specifics of the historical path traveled by peoples and states; variety of external influences; many natural and random events that are not always accountable and unambiguous interpretation.
Scholars offer various approaches to the typology of the modern world and to the identification of similar communities in it. The most common is the allocation in the modern world of two social types: traditional and so-called "Western" (see ticket number 18).
The trend towards the diversity of the modern world does not contradict the conclusion about its integrity and interconnectedness. The factors of its integrity are:
development of means of communication. Modern society is becoming an information society. Almost all regions of the planet are connected into a single information flow;
the development of transport, which made the modern world "small", accessible for movement;
the development of technology, including military technology, on the one hand, turning the world into a single technical and technological space and making a real threat to the destruction of mankind, on the other;
economic development. Production, the market have become truly global, economic, financial, production ties are the most important factor in the unity of modern mankind;
The severity of global problems (see ticket number 19), which can only be solved by the joint efforts of the world community.
The noted processes are elements of globalization, in which the trend towards unity and integrity of the modern world is realized. Globalization generates serious problems and contradictions. We note a few:
ideas about the possibilities of unlimited industrial and scientific and technological growth turned out to be untenable;
the balance of nature and society is disturbed;
the pace of technological progress is unsustainable and threatens a global environmental catastrophe;
there is a growing gap between economically developed countries and countries of the "third world";
tendencies to erase cultural, ethnic, value differences are increasing
Contradictions of modern social development. 1. A new era is almost imperceptibly beginning in the history of mankind. It is characterized by bringing to the fore the contradiction between society and nature in its form, when the previously unprecedented pace of human production activity leads to a change in the state of the biosphere, threatening humanity with self-destruction. Nature becomes unable to maintain such a position in the biosphere, within which a person as an individual and as a species could adapt to a change in the natural environment.
2. This situation arose naturally due to the fact that the spontaneous and natural development of society is not able to neutralize the negative consequences for humanity of its production activities. The rapidly approaching time of such an irreversible change in the natural environment, which means the inevitable death of mankind, is forcing human society to begin changing the natural-historical mode of existence to an artificial-historical process 1 .
3. The conflict between material production and the preservation of the quality of the natural environment, which ensures the existence of mankind, can really be resolved only by reducing the volume of material production. Variants are possible here: by deliberately carried out reduction in the population of the planet, or by limiting consumption by mankind with the existing population, or by various combinations of both. All this, in turn, implies an increase in the degree of influence of subjective factors by giving the most conscious character to all socially significant forms of activity. The time has come to create history consciously, under the control of society. This does not mean that the objective laws of social development are being replaced by people's law-making 2 . But this means that the society of the near future must act in such a way that, by changing the objective conditions, it will include in action the regularities favorable for mankind, generated by these new conditions. This is possible only in conditions of scientifically based global planning.
4. The vital need for a clear planned organization of the life of mankind requires strengthening the regulatory role of states and coordinating their activities. There are options here.
At the present time, the option of creating a single control center is being imposed on humanity. The United States is trying to implement it, and not without success, by establishing its world domination based on the laws of capitalism. And this means using the capitalist principle of the survival of some at the expense of others. In principle, this is not excluded. But this option is met with opposition from other states, and because of the colossal resistance of the bulk of the population to the implementation of the principle of "the well-being of some at the expense of others," social chaos is very likely. Therefore, the implementation of this option may not meet the time allotted by nature for mankind to resolve the main contradiction today. On this basis, it can be argued that a new era in the history of mankind will not be associated with capitalism.
It will not be communism either, since its basic principle "to each according to his needs" in the coming century cannot be implemented in conditions of limited resources and restraint of material production.
Another option is related to the implementation of the principle of joint global planning for states.
Certain prerequisites for this are laid down by the activities of the UN, OPEC and a number of other international organizations. This option is preferable for a whole range of indicators, although it also has a large number of obstacles. Since the creation of the necessary conditions for the planned development of mankind to a greater extent ensures the establishment of social ownership of the means of production, the future state of society will most closely resemble socialism.
Global problems of our time is a set of social and natural problems, on the solution of which the social progress of mankind and the preservation of civilization depend. These problems are characterized by dynamism, arise as an objective factor in the development of society, and for their solution require the combined efforts of all mankind. Global problems are interconnected, cover all aspects of people's lives and concern all countries of the world.
· Unresolved problem of reversal of aging in humans and low public awareness of negligible aging.
· the problem of "North-South" - the gap in development between rich and poor countries, poverty, hunger and illiteracy;
· the threat of thermonuclear war and ensuring peace for all peoples, prevention by the world community of unauthorized proliferation of nuclear technologies, radioactive contamination of the environment;
catastrophic pollution of the environment;
• reduction of biodiversity;
· provision of mankind with resources, exhaustion of oil, natural gas, coal, fresh water, wood, non-ferrous metals;
· global warming;
ozone holes;
· the problem of cardiovascular, oncological diseases and AIDS;
· demographic development (population explosion in developing countries and demographic crisis in developed countries), possible famine;
· terrorism;
· asteroid hazard;
· underestimation of global threats to the existence of mankind, such as the development of unfriendly artificial intelligence and global catastrophes;
social inequality - the gap between the richest 1% and the rest of humanity;
· Increasing unemployment as a result of robotization, combined with the absence of an unconditional basic income.
Violence and organized crime.
· Greenhouse effect;
· Acid rain;
· Pollution of the seas and oceans;
· Air pollution.
Global problems are the result of the confrontation between nature and human culture, as well as the inconsistency or incompatibility of multidirectional trends in the course of the development of human culture itself. Natural nature exists on the principle of negative feedback (see biotic regulation of the environment), while human culture - on the principle of positive feedback. Among global problems, military and environmental problems pose the greatest danger to humanity. The ecological situation is deteriorating every day, and conflicts between civilizations, in particular European (Western) and Muslim, are aggravated
A strategy for the survival of mankind in the face of exacerbation of global problems. Since the end of the 60s of the XX century, the global problems of mankind have been in the focus of attention of scientists of various profiles - economists, sociologists and philosophers, politicians, specialists in the field of ecology, computer modeling. Studies of these problems are carried out in close connection with the study of the prospects for the development of world civilization.
Humanity is currently, speaking in the language of synergetics, in a zone of dangerous bifurcation (Latin bifurcus bifurcated - the acquisition of a new quality in the movements of a dynamic system). Both the possibility of further development of modern civilization and its general death are real. It is possible to prolong the existence of mankind only by moving to controlled development. Therefore, today this problem is the most cardinal. It brooks no delay and requires the active participation of all people in its solution, but especially those who govern countries and peoples, who determine policy, and in whose hands are the resources. And here another problem arises... According to the calculations of UN experts, which were announced at the International Conference on the Environment in Rio de Janeiro (June 1992), it was necessary to invest at least 600 million dollars in environmental projects before 2000 in order to reduce the rate of destruction of the natural environment. However, no such investment has been made and the state of the environment continues to deteriorate.
The realization of this fact leads to the concept of environmentally sound development. This concept is the starting point for the position of the Club of Rome - an international organization established in 1968 to analyze the features of the development of modern civilization.
The International Conventions, as well as the document "Agenda for the 21st Century" of the conference in Rio de Janeiro, set out the foundations of a supported, sustainable development- SD (“Program of Action. Agenda for the 21st Century” and other documents of the conference “For Our Future”. - Geneva, 1993).
Ø Fight against poverty.
Ø Reducing the resource consumption of the modern technosphere.
Ø Maintaining the sustainability of the biosphere.
Ø Accounting for natural patterns in decision-making related to the political, economic and social spheres.
The SD concept is essentially a scenario zero growth. As stated, it aims to "meet the needs of the present without compromising the ability of other generations to meet their own needs." At the same time, the concept of SD is most suitable for economically developed countries (with a population of 1 billion people) that have the means to reorient their economies to an ecological style in the next 20 years, and this raises questions from a number of developing countries. Nevertheless, it is assumed that, having become leaders in solving environmental problems, developed states will eventually be able to “pull” other countries to the borders of SD. Thus, the concept of SD could be considered as a tactical means of solving environmental problems, giving time to reach the frontiers of their strategic solution. However, overcoming environmental and other global problems requires a restructuring of the worldview of people, a change in values in the field of material and spiritual culture.
The basis of a sustainable society is always a person who has moved away from the usual egocentrism and anthropocentrism, recognizing the inherent value of nature, and knowing himself, his true needs. By such can be understood only those that guarantee the spiritual quality of the individual, the real fullness of the life of man and society, and thereby allow building relationships with nature on new grounds. In the most general terms, these are, first of all, such natural needs as life, security, food, knowledge, communication, creativity. As society develops, they acquire more and more meaningful and spiritual ways of satisfaction. This involves the rejection of unnecessary, excessive consumption, which corrupts both the body and the soul.
By themselves, scientific, legal, political and socio-economic methods of mitigating the environmental situation, with all their importance and necessity, will be ineffective until a new ecological consciousness and new norms of attitude towards nature are formed. What was acceptable in the past is no longer acceptable today. A person must feel like a member of the planetary community and abandon the dangerous anthropocentric attitude to dominate nature.
HUMAN
Man as a product of biological, social and cultural evolution. We are all humans. We live on planet Earth, hourly and even every minute we interact with other people or with certain "inventions of mankind." All of us, in our existence, obey the same laws of life (we are born, grow up, grow old and die). And, at the same time, each of us is deeply individual and lives according to his own laws, which are based on our, purely our, needs.
But, I think, few of the "ordinary people" - those who are not related to the sciences of man - think about what a person is, why he lives this way and not otherwise, why he develops in a certain way, why he does certain actions . There are many versions of how man appeared on Earth. This is the textbook version of Charles Darwin, who claims that man is a product of biological evolution that turned the monkey into a humanoid creature, and the version of the divine origin of man, and the alien theory of the origin of life, and many others.
However, one thing is recognized by adherents of all theories - a person exists on Earth in constant development. Development is the result of many needs and needs of Homo sapiens and, at the same time, itself is its essential need. It is surprising and very important that in the process of development a person “transforms” not only himself, but also the world around him. This is the hallmark of Homo sapiens as a biological species.
Thus, there is no doubt that man is a biological being. His body has its own physiology and anatomy, it obeys the universal laws of life. Moreover, in the process of evolution, it was the biological essence of man that underwent enormous changes - he began to walk on two legs, the structure of his hand changed, his visual apparatus improved, etc.
But, and this is very important, a person is not only a biological shell. No wonder all scientists in unison argue that people are biosocial creatures. That is, they have such inclinations that it is possible to develop only in society. Surprising as it may seem at first glance, these include the ability to speak, as well as what distinguishes a person from an animal - the ability to interact with other people. And in the process of this interaction, experience and express your emotions, think, fruitfully exist in society, maintaining its foundations and, at the same time, changing it. This is the last, "highest" ability of a person due to his cultural evolution, which makes it possible to grow from Homo sapiens into a person - a full-fledged member of society.
Thus, man as a type of living being on planet Earth is a product of biological, social and cultural evolution. His needs and needs (biological, social, spiritual) make a person constantly develop. As a result, not only he himself develops, but also the world around him - natural and social. Of course, we have a colossal potential - the achievements of mankind are impressive and delightful. However, along the way, we also make colossal mistakes. To balance achievements and defeats, to find a golden mean, to think not only about oneself, but also about the world around - this, in my opinion, is the highest need of a modern person who claims to be called not just a person or an individual, but a Personality.
The relationship of spiritual and bodily, biological and social principles in man.
So, unlike animals, a person is characterized not only by a group way of life, and, consequently, by constant communications of people with each other. First of all, he is characterized symbolically mediated interaction(communication), and both present and past generations participate in this interaction. And it is this interaction that ultimately determines the forms and ways of life (ie, social, economic, family, political, religious, and other relations) of a person. The pinnacle of a symbol's independence is when its "matter", initially completely unrelated to the signifier, begins to play some significant role. The clearest example of this is poetry.
Man, of course, does not cease to be biological being - like all living things, he is born and dies, earns his livelihood, equips his dwelling, leaves behind offspring. However, he is not born in a hole, he does not get food in the forest, and even such a natural process as eating is carried out by him not with the help of purely biologically inherited "tools" - fingers and hands, but with the help of such cultural items like spoon, fork, plate, etc. Thus, in man, we must state a certain unity biological and social nature. The question of the relationship between these two principles in a person is still highly debatable, so that representatives of various sociological schools would give very different, if not opposite, answers to it. Yes, in terms of social-Darwinism, such factors of biological life as the struggle for existence, natural selection, etc., are universal for any communities of living beings, and, therefore, determine the life of human society. From positions Marxist sociology, on the contrary, mutual competition and enmity between people, in the final analysis, are generated by quite specific and historically transient ("alienated") social relations, therefore, under a certain social structure, they may disappear. According to modern data, many apparent congenital the features of a person, on closer examination, turn out, on the contrary, to be entirely social in origin. For example, the well-known sociologist E. Durkheim showed that even such a seemingly purely biological characteristic of a person as the size of the skull, on average, turns out to depend on the socio-economic characteristics of the society in which it was formed, in particular, on the degree of development in this society of division of labor. The higher this division, the more, firstly, the sizes of male and female skulls differ in this society, and secondly, there is a greater variation in the size of skulls among representatives of the same sex. However, the reverse is also true: much of what seems to be a purely social phenomenon (leadership structure in small groups, etc.), according to modern sociobiology, already exists in animal communities.
Consciousness. Intelligence. Consciousness can be defined as the knowledge and ability of a person to describe, convey in words or with the help of any other sign systems understandable to people any information. Since the main sign system for a person is natural language (the language spoken by people), and the form of its existence is speech, consciousness is often associated with knowledge of the language and with the possession of various types of speech: oral, written, dialogic, monologue, everyday, scientific, etc. Knowledge can also exist on an unconscious level, for example, stored somewhere in our memory, but at the right time we will not be able to remember it.
Distinguish between the collective and individual consciousness of people. The collective consciousness includes the knowledge possessed by all people or groups of people, and the individual consciousness includes the knowledge possessed by a single person. The knowledge that is part of consciousness is always stored and transmitted using certain sign systems, that is, in an encoded form. This human knowledge differs from the knowledge that animals have. Using the terms already introduced above, knowledge that is part of consciousness can be called indirect (they are obtained with the help of certain means or tools), and knowledge that is not included in consciousness can be called direct. Animals, therefore, have only direct knowledge.
Reason is the ability of a person to think, make reasonable decisions and act in accordance with them, and not on the basis of emotions or under the influence of external influences. Human behavior that is contrary to rational behavior is called impulsive. Animals are characterized only by impulsive behavior, and in addition to impulsive behavior, rational behavior is also inherent in humans. Sometimes mind is understood as the higher, intellectual abilities of a person, and in this case the mind is practically identified with the human intellect.
Conscious and unconscious represent two sides of a single totality of the human psyche. These psychoanalytic concepts belong to the field of study of general psychology. Usually, the conscious is opposed to the unconscious, but from the point of view of psychoanalytic research, these concepts are considered as a whole, but at different levels.
Conscious (or consciousness) is one of the forms of reflection of objective reality on the human psyche. From the point of view of the cultural-historical approach to the problem of the unconscious and the conscious, the latter is characterized by the presence of an intermediate link between consciousness and the perception of objective reality. This intermediate link is the elements of historical and social practice, which allow you to build an objective picture of the surrounding world.
The unconscious (or subconscious, unconscious) refers to mental processes that are not reflected in the human mind and are not controlled by it. A characteristic feature of the unconscious is the absence of subjective control: this term can denote everything that is not an object of consciousness for a person.
In the theory of the conscious and the unconscious, there are several types of manifestations of the unconscious:
· unconscious motivation (i.e. motivation to act), the true meaning of which is not realized due to its unacceptability from a social point of view or contradiction with other motives;
Behavioral stereotypes and atavisms worked out to such a degree of automatism that their awareness in a familiar situation is unnecessary;
subthreshold perception, which is not amenable to awareness, since it contains a large amount of information;
· supraconscious processes, which are intuition, inspiration, creative insight, etc.
human being.
Basic forms of being:
1) Being the processes of nature, as well as things produced by man.
2) Being a person.
3) Being spiritual.
4) Social being.
The individual aspect of human existence (considers a person's life from birth to death). Being depends on natural data, on socio-historical conditions. The primary prerequisite for being a person is the needs of his body. In the natural world, man exists as a body and depends on the cycles of development of nature. To give life to the spirit, it is necessary to provide life to the body. The personal aspect of human existence is the assimilation by the individual of the achievements of human culture. The egoism of needs is covered by the deeds and actions of a “cultivated being”.
Social being: The life of society associated with the activity and production of material goods. Work is at the center of social life. Human activity: Activity is a human form of active attitude to the world around, associated with purposeful change and transformation of both the external world and the person himself. The structure of human activity: The subject, with his goals, motives and needs, interests, knowledge and skills. The object is what the activity is aimed at. Types of human activity:
1) Material activities.
2) Socio-transformative activity (political and legal activity that regulates the social life of people).
3) Spiritual.
4) Communicative (communication process).
5) Game activity.
6)People service activities.
Human needs: material and spiritual, real and imaginary. A need is a need of a person, which is a necessary element for his full existence. Human needs are most often manifested in the motives of his activity.
Modern science distinguishes between the following types of needs:
1. Biological (material, organic) - the needs of the individual for clothing, food, housing, etc.
2. Social - the needs of each person in social activities, communication with other people, public recognition, fame, etc. etc.
3. Spiritual (cognitive, ideal) - this is the need for knowledge, creation, philosophical analysis, creative realization.
All human needs are interconnected. So social needs are the result of a synthesis of spiritual and material needs. For most people, social needs are often disguised as spiritual ones - this is how a person, guided by the desire for social recognition (social need), uses creative realization (spiritual need) for this.
The needs of each next level are available to a person only when he satisfies all the previous ones: if the needs for food are not satisfied, the desire for creative realization will not arise.
Real and imaginary
There are also such types of needs as genuine and imaginary. Genuine needs are those needs that a person comes to independently. If a person has a desire to make music, this is a genuine need. If he begins to play music after he was influenced from outside - relatives, friends, society, such a need goes into the category of imaginary.
All human needs must be reasonable, since not all human needs can be satisfied in a short time, and they must not oppose the moral and ethical foundations of society.
Human abilities. The abilities of people are divided into types, primarily by the content and nature of the activity in which they are manifested. Distinguish general and special abilities.
Abilities are called general a person, which in one way or another are manifested in all types of his activity. These are the ability to learn, the general mental abilities of a person, his ability to work. They are based on the general skills required in each field of activity, in particular, such as the ability to understand tasks, plan and organize their execution using the means available in human experience, reveal the connections of those things to which the activity relates, master new methods of work, overcome difficulties on the way to the goal.
Under special understand ability, which are clearly manifested in separate, special areas of activity (for example, stage, musical, sports, etc.).
The division of general and special abilities is conditional. Actually, we are talking about general and special aspects in human abilities that exist in interconnection. General abilities are manifested in special, that is, in abilities for some specific, specific activity. With the development of special abilities, their general aspects also develop.
High special abilities are based on a sufficient level of development of general abilities. Thus, high poetic, musical, artistic, technical and other abilities always rely on a high level of general mental abilities. At the same time, with approximately the same development of general abilities, people often differ in their special abilities.
Students who have high general learning abilities often show them equally in all school subjects. However, often some of the students turn out to be especially capable of drawing, the second - to music, the third - to technical design, the fourth - to sports.
Among outstanding people, there are many personalities with a versatile development of general and special abilities (N. V. Gogol, F. Chopin, T. G. Shevchenko).
Each ability has its own structure, it distinguishes leading and auxiliary properties.
So, leading in literary abilities are the features of creative imagination and thinking, vivid visual images of memory, the development of aesthetic feelings, a sense of language. In mathematics - the ability to generalize, the flexibility of thought processes, an easy transition from forward to backward thinking. In pedagogical - pedagogical tact, observation, love for children, the need to transfer knowledge. In art - features of creative imagination and thinking, properties of visual memory that contribute to the creation and preservation of vivid images, the development of aesthetic feelings that manifest themselves in an emotional relationship to the perceived, volitional qualities of a person that ensure the transformation of an idea into reality.
There are specific ways of developing special abilities. For example, abilities to music, mathematics are shown earlier than others.
There are the following ability levels:
- Reproductive - provides a high ability to assimilate knowledge, master activities;
- Creative - ensures the creation of a new, original. However, it should be taken into account that each reproductive activity has elements of creativity, and creative activity also includes reproductive activity, without which it is impossible.
A person's belonging to one of the three human types - "artistic", "thinking" and "intermediate" (in the terminology of IP Pavlov) - is determined by the characteristics of her abilities.
The relative advantage of the first signal system in the mental activity of a person characterizes the artistic type, the relative advantage of the second signal system - the mental type, their certain balance - the average type of people. These differences in modern science are associated with the functions of the left (verbal-logical type) and right (figurative type) hemispheres of the brain.
The artistic type is characterized by the brightness of images, the mental type - the advantage of abstractions, logical constructions. The same person may have different abilities, but one of them prevails over the other. At the same time, different people have the same abilities, which, however, are not the same in terms of development.
Human activity, its diversity. In the social sciences, activity is understood as a form of human activity aimed at transforming the surrounding world,
In the structure of any activity, it is customary to single out the object, subject, goal, means of achieving it and the result. The object is what the activity is aimed at; subject - the one who implements it. Before starting to act, a person determines the purpose of the activity, that is, forms in his mind an ideal image of the result that he seeks to achieve. Then, when the goal is defined, the individual decides what means he needs to use to achieve the goal. If the means are chosen correctly, then the result of the activity will be obtaining exactly the result that the subject was striving for.
The main motive that motivates a person to activity is his desire to satisfy his needs. These needs can be physiological, social and ideal. Conscious to some extent by people, they become the main source of their activity. A huge role is also played by people's beliefs about the goals that need to be achieved, and the main ways and means leading to them. Sometimes, in choosing the latter, people are guided by the stereotypes that have developed in society, that is, by some general, simplified ideas about some social process (specifically, about the process of activity). Unchanging motivation tends to reproduce similar actions of people and, as a result, a similar social reality.
Distinguish between practical and spiritual activities. The first is aimed at transforming the objects of nature and society that exist in reality. The content of the second is the change in people's consciousness.
Practical activities are divided into:
A) material and production;
B) socially transformative.
Spiritual activities include:
A) cognitive activity;
B) value-prognostic activity;
B) predictive activity.
Depending on the results obtained, the activity can be characterized as destructive or constructive.
Activity has a huge impact on the personality, being the basis on which the development of the latter takes place. In the process of activity, the individual self-realizes and asserts himself as a person, it is the process of activity that underlies the socialization of the individual. Having a transformative impact on the world around, a person not only adapts to the natural and social environment, but rebuilds and improves it. The whole history of human society is the history of human activity
The creative nature of man. Considering the nature of creativity, find the relationship between creativity and personality. They say that a person acts in life, first of all, as a doer, creator and creator, regardless of what activity he is engaged in.
In activity, especially in creative activity, the richness of the spiritual and mental world of the individual is revealed: the depth of the mind and experiences, the power of imagination and will, abilities and character traits.
In support of the above, one can cite the words of many well-known psychologists, for example:
1. Russian psychologist B. G. Ananiev believes that creativity is the process of objectifying the inner world of a person. Creative expression is an expression of the integral work of all forms of human life, a manifestation of his individuality.
2. The Russian religious philosopher N.A. Berdyaev writes about this: “Personality is not a substance, but a creative act.”
3. The American existential psychologist R. May emphasizes that in the process of creativity, a person meets the world. He writes: “... What manifests itself as creativity is always a process ... in which the relationship between the individual and the world is carried out ...”
Some features of creative activity:
1. The subjective side of the consideration of creative activity lies in the fact that if a person discovers for himself what is already known to mankind, but new to him. From this point of view, teaching, if it is not a process of mechanical memorization of a certain body of knowledge, but an active transforming activity, is also creativity.
2. A creative person, according to scientists, is able to solve non-trivial, complex problems, operate with conflicting information, and see the deep meanings of what he perceives. Creative people tend to enjoy the very process of solving a problem.
Modern science, considering the nature of creativity, recognizes that any person has the ability to creative activity. However, abilities can develop or die out. What should a young person do to develop his creative abilities? Of course, to master the culture: language, knowledge, methods of activity. The experience of previous generations, imprinted in culture, includes the experience of creative activity. We must learn to ask questions; solve non-standard difficult tasks; consider different solutions; compare dissenting points of view; communicate with art; develop imagination, fantasy; not to believe any statement, but, doubting, to check its truth; apply various means to solve the problem; look for the best combination of them and remember the words of the great Russian composer P.I. Tchaikovsky: "Inspiration is such a guest who does not like to visit the lazy."
purpose of human social science.The meaning of human life:
2) The meaning of life is in life itself.
The goal is a mental guideline towards which the deeds and actions of a person aspire. The meaning of life is seen through the rationality and awareness of life. If a person imagines the direction of his life path, consciously builds a hierarchy of values, correctly determines his capabilities and strives for their realization, he thereby sets the meaning of his existence. Philosophy has developed three main answers to the question "what is the meaning of human life (?)":
1) Mankind has no purpose, it is a mistake of nature. Man is always left with an insoluble question about the meaning of his being, for his being is meaningless. This philosophy is called existentialism. Conclusion: life is meaningless. Man, against his will, is thrown both into this world and into his destiny. He lives in an alien world, life is deeply irrational, because suffering prevails in life, people are corrupted, mutilated by their existence. Trouble lurks at every turn. The most important concept is fear, accompanied by melancholy, longing, despair. Man feels disharmony between what he is and what he should be. Man's task is not to change the world, but to change his attitude towards it. A free man is responsible for everything he does, and does not justify his actions by circumstances.
2) Theological point of view: the purpose of man in the world has a non-biological meaning. One should believe in an immortal soul, liberated from the body and attached to infinity.
3) the human striving for infinity is satisfied by the identification of the individual person with society. The concrete person dies, and the society continues to exist. The meaning of life is to serve the community.
The meaning of human life:
1) Every person should strive to preserve and reproduce life.
2) The meaning of life is in life itself.
3) A person must supplement biological existence with socially significant one. Human activity must be demanded, recognized and positively evaluated by other people.
The value of human life. Morality plays a special role in the life of society, in regulating the behavior of its members. There are universal moral values - ideals. People have always appreciated - kindness, courage, honesty, modesty. The highest moral value is love for one's neighbor. Everyone is responsible for their actions. Firm moral principles are the universal values of good morality. What is good and evil? Good is understood as something that contributes to the improvement of life, the exaltation of a person's personality, and the improvement of society. If a person is kind, he should come to the aid of another not for the sake of profit, but out of moral duty. Evil - all negative phenomena (violence, deceit, cruelty, etc.). Example: everyone is sitting on the bus, and the grandmother is standing. So, good and evil are the basic concepts of ethics, they serve as a guideline for us in mastering the vast moral world.
The main social phenomena of human life. A phenomenon is a special, exceptional phenomenon.
Labor is a purposeful human activity aimed at modifying and adapting objects of nature and society to meet their needs and achieve a practically useful result.
Labor activity is carried out under the influence of necessity and aims to satisfy the many and varied human needs. At the same time, labor transforms the person himself, improves him as a subject of activity and personality. For success you need:
- skill
-skill
-knowledge
-initiative
-creation
Game - this word combines a wide range of actions:
-sport
-child Game
- market game
-magic; religious cult
-military exercises
-acting, etc.
This is a process-oriented activity, not a result-oriented one. Biological game theory: the game is characteristic of animals, it is based on the instincts of struggle
-authorities
-care/concern
- sexual attraction
- aspirations for repetition, etc.
Currently, the concept of a game is widely used in science: mathematics, economics, cybernetics. Game models and scenarios are used, various variants of the course of various processes are played (business games).
The game is considered: an aimless and useless activity, forgivable only in childhood by playing knowledge, the universal principle of the formation of culture, the basis of human relations in any era, the way of being works of art.
It is well known that the game is of great importance for satisfying curiosity and shaping the spiritual world of children. The peculiarity of the game is its duality. The player performs a real action, but it is also a conditional, imaginary action. The player simultaneously believes and does not believe in the reality of the situation, this makes the game related to art: they simulate situations, offer conditional symbolic solutions.
Activity and communication are two sides of the social. human being, his way of life. The reality and necessity of communication are determined by the joint life of people. In order to live, people have to interact. It is in the process of communication and only through communication that the essence of man can manifest itself; The socialization of a child begins with communication, through communication education and training are realized. At the same time, communication is a special type of activity (communicative activity). Activity is enriched by the process of communication, new connections and relationships between people arise in it, this is a complex and multifaceted process.
Communication is a special phenomenon, a way of mutual relations specific for subjects, a way of being a person in relationships with other people. Communication includes all the perceived depth of mutual involvement of people.
Communication and communication
Communication is the exchange of information without feedback, communication is much wider:
- the mechanism of transmission and perception changes
-subjects are active, consciously come into contact
-information is modified, supplemented, specified (it is actively operated)
- information becomes the property of all participants in the communication. Communication is enriched, community is strengthened (sending a telegraph message, a politician speaking on the radio).
Communication functions:
-information process (leveling the levels of awareness, the desire to understand the views and attitudes, to come to certain results)
- emotional-communicative (mutual understanding, convergence of states, mutual strengthening or weakening, polarization)
-regulatory-management (interaction, mutual influence, mutual adjustment of actions).
Variety of types of communication:
Communication is a whole world, rich and varied, its possibilities are inexhaustible.
I. by type of audience:
· dialog
communication in a large group
with mass
Anonymous communication
intergroup
II. by type of partner:
Between real subjects
representative (diplomacy)
real subjects and illusory partners (toys, animals)
a real subject with an imaginary partner
communication of imaginary partners
Labor and labor activity .. Labor is an activity aimed at human development and the transformation of natural resources into material, intellectual and spiritual benefits. Such activities can be carried out either by coercion, or by internal motivation, or both. In the process of its evolution, labor became significantly more complicated: a person began to perform more complex and diverse operations, to use more and more organized means of labor, to set and achieve higher goals. Labor became multilateral, diverse, and perfect.
Under the conditions of using more advanced resources and means of labor, the organization of labor has an increasing impact on the environment, sometimes to the detriment of the environment. That's why the environmental aspect in work activity acquires a new meaning.
Joint labor of people is more than the sum of their labor. Joint work is also considered as a progressive unity of the total results of labor. The interaction of a person with natural materials, means of labor, as well as the relationships that people enter into at the same time - all this is called production.
Features of modern labor:
§ Increasing intellectual potential the labor process, which is manifested in the strengthening of the role of mental labor, the growth of a conscious and responsible attitude of the employee to the results of his activity;
§ Increasing the share of materialized labor associated with the means of labor, due to the achievements of scientific and technological progress and, with limited physical capabilities of a person, serves as a decisive factor in the growth of productivity and labor efficiency;
§ The growing aspect of the social process. Currently, the factors of growth in labor productivity are considered not only to improve the skills of an employee or increase the level of mechanization and automation of his work, but also the state of human health, his mood, relationships in the family, team and society as a whole. This social aspect of labor relations significantly complements the material aspects of labor and plays an important role in human life.
Game in human life. The game is one of the main types of human activity, along with work and learning. She appeared in his life from time immemorial and is still not fully solved. The game is present in a person's life all the time, at all stages of his life. It is difficult to overestimate the role of play in childhood. The game is the leading activity of the child. S.L. Rubinstein (1976) noted that play preserves and develops the childlike in children, that it is their school of life and practice of development. A. S. Makarenko (1958) believed that "the upbringing of the future figure takes place, first of all, in the game." According to D. B. Elkonin (1978), “in the game, not only separate intellectual operations are developed or re-formed, but the child’s position in relation to the world around him also changes radically and a mechanism is formed for a possible change of position and coordination of one’s point of view with other possible points of view." For an adult, the game is also of great importance. The game has always captured people, attracted. “The whole world is a theater, and the people in it are actors,” said W. Shakespeare. Today's world is saturated with the game even more than before. Games, contests, drawings, lotteries filled the television programs.
Gambling: slot machines, cards, roulette give huge income to the owners of gambling establishments. Sports games such as football and hockey are the most popular spectacle, and for the participants they are highly paid jobs. Cinema, theater - everyone's favorite spectacle, recreation and entertainment. J. Huizinga (1938), in this regard, argues that "human culture arises and unfolds in the game, like a game." In the broad sense of the word, the game covers human activity in all its manifestations. From these positions, a person “plays” a spouse and a parent, a child and a nanny, a boss and a subordinate. In different situations, he plays different social roles. At the same time, at the same time, he can play the roles of status, behavioral, demonstrative, characteristic, situational, and others. In addition, he can play when he is openly competing with someone, and manipulate when he tries to mislead.
Communication, communication - the exchange of information and the meaning of information between two or more people. In the psychological and sociological literature, intercourse and communication are seen as overlapping but not synonymous concepts. Here, the term "communication", which appeared in the scientific literature at the beginning of the 20th century, is used to refer to the means of communication of any objects of the material and spiritual world, the process of transferring information from person to person (exchange of ideas, ideas, attitudes, moods, feelings, etc. in human communication), as well as the transfer and exchange of information in society in order to influence social processes. Communication is considered as interpersonal interaction of people in the exchange of information of a cognitive or affective-evaluative nature. Among the main functions of communication, there are also contact, designed to satisfy a person's need for contact with other people, and impact, manifested in the constant desire of a person to influence his partner in a certain way. Therefore, communication means influence, exchange of opinions, views, influences, as well as agreement or potential or actual conflict.
There is a point of view that the basic category is communication, which takes place between people in the form of communication as an exchange of sign formations (messages). But there is also an opposite interpretation of the relationship between the concepts of “communication” and “communication”, in which communication is considered the main category, and communication (information exchange), interaction (organization of interaction and influence), perception (sensory perception as the basis of mutual understanding) are distinguished in the structure of the latter. At the same time, communication acts as a kind of intermediary between individual and socially significant information. Here, in both cases, despite external differences, the main emphasis is on the mechanism that translates the individual process of transmission and perception of information into a socially significant process of personal and mass influence.
Course work
on the topic: The development of gaming activities in preschool age
Introduction
Chapter 1. Theoretical foundations for the development of play activities for preschoolers
1.1 General ideas about gaming activities
1.1 Ideas about the nature of the role-playing game in domestic psychology
1.1.2 About the benefits of children's play
1.3 General characteristics of gaming activity
1.2Story and content of the game
1.3 The role of the game in the mental development of the child
Conclusions for chapter 1
Chapter 2
1 Experimental study of the behavior of children during the behavior of a role-playing game
2 Analysis and interpretation of results
Conclusions on chapter 2
Conclusion
Applications
Bibliography
Introduction
During the period of active transformations in preschool pedagogy, the search for the humanization of educational work with children, the construction of new models of interaction between an adult and a child, the attention of scientists and practitioners is drawn to play activities. Interest in it is natural: according to available data, children under seven years of age spend most of the day in the game. You can even say that the child is a creature playing. Playing - he develops.
Close attention to the development of play activity is due to its status in preschool childhood, its leading role in the cognitive, social, physical and cultural development of preschoolers.
The game is an important means of developing the ability to be creative. A game for a child is the creation of his own world, in which you can establish laws that are convenient for you: get rid of many everyday difficulties, dream. The combination of the subjective value of the game for the child and its general developmental significance makes the organization of play activities a priority.
Scientists from different countries are making active attempts to integrate different approaches to the game, to revise the concept of the game. Today, when it became possible to get acquainted with foreign theories, one should not forget about the domestic scientists of the Soviet period, who made a huge contribution to the science and practice of preschool education.
For us, well-known scientists and researchers of children's play are A.V. Zaporozhets, D.B. Elkonin, A.P. Usova, D.V. Mendzheritskaya, R.I. Zhukovskaya, L.V. Artemova, S.L. Novosyolova, E.V. Zvarygina, N.Ya. Mikhailenko and others. All of them are unanimous in that the game is the most important activity of a preschool child, one of the characteristic conditions for child development. It is the need of a developing personality.
The question “They study at school, but what do they do in kindergarten?” Any child will be sincerely surprised. “How do you adults not know, because they play there!”
They really do play! Must play. And it's no secret that in today's kindergarten they don't play much. There are many reasons for this. However, even D.B. Elkonin noted that many teachers would prefer a quiet, organized activity to noisy, hard-to-control children's play activities. In recent years, kindergartens have begun to turn into small schools, where the emphasis is on preparing children for learning activities. But the natural state of a preschool child is still a game, not a study, so we decided to take as the goal of our work the study of the development of play activity in preschool age.
In preschool pedagogy, the game is considered as a means of cognitive development, education of certain qualitative and individual abilities; as a form of organizing the life and activities of preschool children, when children's friendly communities are created in a freely chosen and freely flowing game, certain relationships, personal likes and dislikes, public and personal interests are formed between the players. In the game, as a leading activity, there are significant changes in the personality of a preschooler, his development of social roles and connections, moral standards of behavior, his intellectual and emotional development. Thus, in our work, the process of play activity in preschool age acts as an object of study.
To choose the subject of research, let's turn to the classification of games.
Since children's games are extremely diverse in content, character, organization, therefore, their exact classification is difficult.
The basis for the classification of games, which is accepted in Soviet pedagogy, was laid by P.F. Lesgaft. He approached the solution of this issue, guided by his basic idea of the unity of the physical and mental development of the child.
In modern pedagogical literature and in practice, games that are created by the children themselves are called “creative” or “role-playing”.
Creative games are distinguished by content (reflection of everyday life, work of adults, events of social life); by organization, number of participants (individual, group, collective); by type (games, the plot of which is invented by the children themselves, dramatization games - playing out fairy tales and stories; construction).
Games with rules have ready-made content and a predetermined sequence of actions; the main thing in them is the solution of the task, the observance of the rules. By the nature of the game task, they are divided into 2 large groups - mobile and didactic. However, this division is largely arbitrary, since many outdoor games have an educational value (they develop orientation in space, require knowledge of poems, songs, and the ability to count), and some didactic games are associated with various movements.
There is a lot in common between games with rules and creative games: the presence of a conditional game goal, the need for active independent activity, and the work of the imagination. Many games with rules have a plot, roles are played in them. There are also rules in creative games - without this, the game cannot be successfully completed, but the children set these rules themselves, depending on the plot. And the differences are as follows: in a creative game, the activity of children is aimed at fulfilling the plan, developing the plot. In games with rules, the main thing is the solution of the problem, the implementation of the rules.
So, we will take the features of the plot-role-playing game as the subject of research.
Let's put forward a hypothesis. 1) The game is the most accessible type of activity for children, a way of processing impressions and knowledge received from the outside world. The game clearly manifests the features of the thinking and imagination of the child, his emotionality, activity, developing the need for communication. 2) The degree and nature of the influence of the game depends on the age and level of development of the child's play activity.
The purpose of the study and the proposed hypothesis allow us to formulate a number of tasks:
To analyze the literature in order to determine the main theoretical provisions applicable to gaming activities.
To experimentally study the features of the plot-role-playing game.
3.Develop psychological and pedagogical recommendations for kindergarten teachers.
Chapter 1. Theoretical foundations for the development of play activities for preschoolers
.1 General understanding of play activities
.1.1 Ideas about the nature of role-playing in domestic psychology
The development of ideas about children's play constitutes a remarkable page in the history of Russian psychology.
According to the approach of domestic psychologists, the world of a child is, first of all, an adult who satisfies all his biological and psychological needs. Only through communication and relationships with an adult does a child acquire his own, subjective world. Even in cases of confrontation and opposition to an adult, this adult is absolutely necessary for the child, since it is he who makes it possible to feel his autonomy and independence. The child does not live in an imaginary world of dreams, but in the society of people and in the environment of human objects. They are the main content of the world of the child. The specificity of this children's world lies not in hostility to the world of adults, but in special ways of existing in it and mastering it. From this point of view, children's play is not a departure from the world of adults, but a way of entering it.
The most important feature of the work of domestic psychologists in the field of the psychology of children's play is, according to D.B. Elkonin (1978), above all, overcoming the naturalistic "deep" theories of the game.
According to the views of M.Ya. Basov (1931) children's game, a special kind of behavior, its distinguishing feature is processuality. A distinctive feature of the game is freedom in relations with the environment, namely the absence of any specific obligations for the child, since his existence is provided by his parents, and there are no public duties on him yet. The social content of the game was defined by him as the nature of the relationship of the child with the environment, depending on the conditions of his existence. Under the leadership of M.Ya. Basov, a structural analysis of the play activity of preschool children was carried out.
A special point of view on the game was developed by P.P. Blonsky (1934). He comes to the conclusion that there is no special activity called play at all. What is usually called a game is rather a building or dramatic art. In all its forms, the game, in his opinion, is subject to research from the side of its social content.
An undoubted contribution to the development of ideas about the game as an activity was made by S.L. Rubinstein (1940), who considers the game situation mainly from the point of view of motives and game actions. The initial feature that determines the essence of the game is its motives: the experience of significant aspects of reality for the child. Rubinshtein notes the features of game actions: they are rather expressive and semantic acts than operational techniques. These actions express an attitude towards the goal, which is the reason for the replacement of some objects by others, which acquire a meaning determined by their function in the game. S.L. Rubinstein shares the position of the game as a special kind of activity, its special type, expressing a certain attitude of the individual to the surrounding reality.
The most significant contribution to the development of ideas about the child's play, of course, was made by L.S. Vygotsky (1956). He laid the foundation for its further study as an activity of decisive importance in the mental development of the child. This aspect was reflected in the studies of his students and followers (L.A. Venger, A.V. Zaporozhets, A.N. Leontiev, D.B. Elkonin, etc.).
In domestic psychology, it is shown that the development of a person occurs in his activity. Moreover, activity is not only behavior (what a person does with his hands and feet), but also ideas, desires, experiences associated with some object. By creating any object (material or ideal), a person “objectifies” his “I”, defines himself, finds his place in the world. All the abilities of a person, and his personality are not only manifested, but also formed in his activity. For each age there is a certain activity that leads to development - it is called that - leading. In infancy, this is communication with an adult, in the early (from 1 to 3 years) - actions with objects, at preschool age, the game becomes such a leading activity.
At the same time, today researchers (R.A. Ivankova, N.Ya. Mikhailenko, N.A. Korotkova) note that in kindergarten there is a “crowding out” of the game by training sessions, studio and circle work. Children's games, especially plot-role-playing ones, are poor in content, themes, they show multiple repetition of plots, the predominance of manipulations over the figurative display of reality. The reasons for this situation with the game are explained by N.Ya. Mikhailenko and N.A. Korotkov. First of all, this is due to the transition of domestic preschool pedagogy to a new stage of development. At the initial stages of the formation of public preschool education, the game served as a means of "working through" knowledge. The pedagogical process of the kindergarten was so indivisible that it was difficult to understand where and how to give children knowledge, and where they should be able to act freely. But today, many sources of knowledge have appeared in the life of a modern preschooler (books, television, communication with adults outside the kindergarten). In the pedagogical process of the kindergarten, training sessions have long been singled out, in which intellectual and other tasks are solved. All this allows plot- role play“get rid” of the purely didactic function of “working through” knowledge. Another reason is also significant: the destruction of the natural transmission mechanism of gaming culture. According to modern psychological and pedagogical research, the plot game, like any other human activity, does not arise in a child spontaneously, by itself, but is transmitted by other people who already own it - “they know how to play”. The child masters the game, being drawn into the world of the game, into the world of people playing. This happens naturally when a child is included in a group of different ages, which includes several generations of children. Children in such age groups have different levels of play: older children use all possible ways building a game, and younger children are connected at an accessible level, imbued with the whole “spirit of the game”. Gradually, children accumulate gaming experience - both in terms of playing skills and in terms of specific topics; as they get older, they themselves become “carriers of the game”, passing it on to another generation of younger children. This is the natural mechanism for the transmission of game culture. But the modern preschooler has little chance of acquiring them, thus, since informal groups of different ages are now a rarity. Previously, they existed in the form of courtyard communities or a group of brothers and sisters of different ages in the same family. Now children of different ages are very divided. In kindergarten, children are selected into a group according to the same age principle, in families most often there is only one child, and yard and neighborhood communities become rare due to excessive guardianship of preschoolers by adults and the employment of schoolchildren in school, specialized circles, etc. Strong factors of separation of children are TV and computer, where they spend a lot of time. In a modern kindergarten, most often they pay great attention to the material equipment of the game, and not to the development of the game actions themselves and the formation of the game as an activity in children. In order to carry out adequate pedagogical influences in relation to the plot-role-playing game of children, educators need to understand its nature well, have an idea about the specifics of its development throughout the preschool age, and also be able to play with children. The latter, according to modern studies (N.Ya. Mikhailenko, N.A. Korotkova), is especially important in terms of enriching the role-playing games of preschool children.
1.1.2 On the benefits of children's play
One of the reasons why children do not play is the underestimation of this activity by adults. The main argument of adults: the game is a useless activity that will not be useful in the future (unlike writing and counting). In this case, uselessness is understood as the absence of a vitally necessary result. Is this true and do adults themselves have such activities? Do people always do useful things? This question is old. Even Leo Tolstoy considered acting a mere antics, and the actors themselves advised to work in the fields.
The famous mathematician Henri Poincaré, speaking about the benefits of science, wrote: “A scientist studies nature not because it gives him pleasure.” “Man,” Poincaré notes, “can enjoy not only visible beauty, but also invisible, open mind. This is the beauty of the geometric formula, the harmony of the microworld.
How to discover the area open to the mind and hidden from our eyes? To do this, a person must for some time break away from the directly observed reality and conditionally move into the world that exists in his mind. And this function is performed by a role-playing game. It is in the game that the child makes an impulse from the realm of the real-life "here and now" to the realm of the imaginary. In the game, for the first time, he carries out intellectual systematic work, with the help of images, loud speech and game actions, holds the idea of the game, creates a plot and follows it, builds behavioral conflicts. But most importantly, in the game, a preschooler learns to treat the world he has invented as a real one, with all seriousness.
When playing, he is always at the junction of the real and the game world, he simultaneously occupies two positions: the real one - the child and the conditional one - the adult. This is the main achievement of the game. It leaves behind a plowed field on which the fruits of theoretical activity - art and science - can grow.
1.1.3 General characteristics of gaming activity
The main activity of preschool children is a game, during which the spiritual and physical strength of the child develops;
his attention, memory, imagination, discipline, dexterity, etc. In addition, the game is a kind of preschool way of assimilating social experience.
D.V. Mendzheritskaya
The game is a special activity that flourishes in childhood and accompanies a person throughout his life. It is not surprising that the problem of play has attracted and continues to attract the attention of researchers, not only psychologists and educators, but also philosophers, sociologists, ethnographers, and biologists.
In the first seven years, the child goes through a long and difficult path of development. This is clearly reflected in games that year by year become richer in content, more complex in organization, more diverse in character.
In early childhood, elements of role-playing play appear and begin to develop. In a role-playing game, children satisfy their desire for a life together with adults and, in a special, playful way, reproduce the relationships and work activities of adults.
It is often said that a child plays when, for example, he manipulates an object or performs one or another action shown to him by an adult (especially if this action is performed not with a real object, but with a toy). But the real game action will be only when the child under one action means another, under one object - another. Game action has a sign (symbolic) character. It is in the game that the formative sign function of the child's consciousness is most clearly revealed. Its manifestation in the game has its own characteristics. Game substitutes for objects may have much less similarity with them than, for example, the similarity of a picture with the depicted reality. However, game substitutes should make it possible to act with them in the same way as with a replaced item. Therefore, giving its name to the chosen substitute object and attributing certain properties to it, the child also takes into account some features of the substitute object itself. When choosing substitute items, the preschooler proceeds from the real relationships of the items. He readily agrees, for example, that half a match will be a bear, a whole match will be a mother bear, a box will be a bed for a bear. But he won’t accept such an option for anything, where the box will be the bear, and the match will be the bed. “It doesn’t happen like that,” is the usual reaction of a child.
In play activity, the preschooler not only replaces objects, but also takes on a particular role and begins to act in accordance with this role. Although a child can take on the role of a horse or a terrible beast, most often he portrays adults: a mother, a teacher, a driver, a pilot. In the game, for the first time, the child discovers the relationships that exist between people in the course of their work. Their rights and obligations.
Responsibilities towards others are those that the child feels compelled to fulfill based on the role he has taken on. Other children expect and demand that he correctly fulfill the role he has taken on. In playing the role of a buyer, for example, the child learns that he cannot leave without paying for what he has chosen. The role of the doctor obliges to be patient, but also demanding in relation to the patient, etc. In fulfilling his duties, the child receives the right to be released any goods available on the toy counter, has the right to be treated in the same way as with other buyers. The doctor has the right to a respectful and trusting attitude towards his person, has the right to ensure that patients follow his instructions.
The role in the story game is precisely to fulfill the duties that are imposed by the role and to exercise the rights in relation to the other participants in the game.
1.2 The plot and content of the game
role play psychology preschooler
In a role-playing game, first of all, the plot and content differ.
The plot should be understood as the area of reality that is reproduced by children in the game (hospital, family, war, shop, etc.). The plots of the games reflect the specific conditions of the child's life. They change depending on these specific conditions, along with the expansion of the child's horizons and familiarity with the environment.
The presence of the plot does not yet fully characterize the game. Along with the plot, it is necessary to distinguish the content of the role-playing game.
Along with the increase in the variety of plots, the duration of the games is increasing. So, the duration of the game for children of three to four years is only 10-15 minutes, for four-five year-olds it reaches 40-50 minutes, and for older preschoolers, games can last several hours and even several days.
Each age tends to reproduce different aspects of the reality of the same plot. Children play similar games at all ages, but they play them differently.
Speaking about the influence of adults on children's play, K.D. Ushinsky wrote: “Adults can have only one influence on the game, without destroying the nature of the game in it, namely, by delivering material for buildings, which the child will independently take care of.
You don’t need to think that all this material can be bought in a toy store ... The child will remake the toys you bought not according to their value, but according to those elements that will pour into him from the life around him - this is the material that parents should take care of most of all and educators."
The same game in its plot (for example, in the "family") can have completely different content: one "mother" will beat and scold her "children", another - to put on makeup in front of a mirror and rush to visit, the third - constantly wash and cook, the fourth is to read books to children and study with them, etc. All these options reflect what “flows” into the child from the surrounding life.
The social conditions in which a child lives are determined not only by plots, but, above all, by the content of children's games.
Thus, the special sensitivity of the game to the sphere of human relations indicates that it is social not only in its content. It arises from the conditions of the child's life in the life of society and reflects and reproduces these conditions.
Numerous studies of domestic teachers and psychologists have shown that the social life of adults in its various manifestations is the main content of children's plot-role-playing games.
The role is the main role-playing game. According to Ozerova O.E. , a role is a set of actions and statements specific to a person. Most often, the child assumes the role of an adult. The presence of a role in the game means that in his mind the child identifies himself with this or that person and acts in the game on his behalf: he uses certain objects in an appropriate way, enters into various relationships with other players.
Children are selective about the role, they take on the roles of those adults and children whose actions and deeds made the most emotional impression on them, aroused the greatest interest. The child's interest in a particular role is connected with the place that this role occupies in the unfolding plot of the game, what relationships - equality, subordination, control - enter into with other players who have taken on this or that role.
Despite the variety of game plots, it is still possible to outline their classification. It is advisable to divide all plots of role-playing games at preschool age into the following three groups:
1)games with a plot on everyday topics;
2)games with production plots;
)Games with social and political subjects.
Despite the fact that some plots are found throughout preschool childhood, a certain pattern is outlined in their development. The development of plots goes from everyday games to games with production plots and, finally, to games with plots of socio-political events. Such a sequence, of course, is associated with the expansion of the child's horizons and his life experience, with his entry into the ever deeper content of adult life.
In the development of the content of games, the child’s ever deeper penetration into the lives of the adults around him is expressed - through its content and plot, the game connects the child with broad social conditions, with the life of society.
It would be wrong to think that the development of role-playing at preschool age can occur spontaneously, that the child on his own, without any guidance from adults, can discover the social relations of people, the social meaning of their activities.
Since at all stages of the development of a role-playing game, its main content (hidden behind play actions or open) is relations between people, the possibility of reproducing them is closely related to the nature of the collective relations between playing children.
The central point of any game is the reproduction of the activities of adults, their relationships. On the basis of specific conditions that arise only in play, the child extracts from actions with objects their social essence, that is, the fact that every action with an object is associated with certain relations between people, is directed at another person. This entry into human relationships and their mastery is the essence of the game. This is what determines the great influence that role-playing has on the development of the entire personality of a preschool child, on the development of all aspects of his mental life.
1.3 The value of the game for the mental development of the child
Many educators and psychologists involved in the study of the game emphasized its importance for the mental development of the child. Thanks to the game, significant changes take place in the child's psyche, qualities are formed that prepare the transition to a new, higher stage of development.
In the game, all aspects of the child's personality are formed in unity and interaction.
A wonderful Soviet teacher A.S. Makarenko repeatedly emphasized the decisive influence of play on the formation of a child's personality. So, he wrote: “The game is important in the life of a child, it has the same meaning that an adult has an activity, work, service. What a child is at play, so will he be at work when he grows up. Therefore, the upbringing of the future figure takes place primarily in the game. And the whole history of the individual as a doer and worker can be represented in the development of play and in its gradual transition into work.
This statement notes the general importance of play for the development of the child.
Game activity influences the formation of the arbitrariness of mental processes. So, in the game, children begin to develop voluntary attention and voluntary memory. In the conditions of the game, children concentrate better and remember more. A conscious goal - to concentrate, to remember something, to restrain an impulsive movement - is the earliest and most easily distinguished by a child in the game.
The game has a great attention to the mental development of the preschooler. Acting with substitute objects, the child begins to operate in a conceivable, conditional space. The substitute object becomes a support for thinking. On the basis of actions with objects, the child learns to think about a real object. Thus, the game contributes to the fact that the child moves to thinking in images and ideas. In addition, in the game, performing various roles, the child takes different points of view and begins to see the object from different angles, this contributes to the development of the most important, mental ability of a person, which allows him to present a different view and a different point of view.
Role play is essential to the development of the imagination. Game actions take place in an imaginary situation; real objects are used as others, imaginary; the child takes on the roles of the missing characters. This practice of acting in a fictional space helps children acquire the ability for creative imagination.
The game is of great educational importance, it is closely connected with learning in the classroom, with observations of everyday life. In the nutria of play activity, learning activity also begins to take shape. The teaching is introduced by the teacher, it does not appear directly from the game. A preschooler begins to learn by playing. He treats teaching as a kind of game with certain roles and rules. By following these rules, he masters elementary educational actions.
The game also includes productive activities (drawing, designing). Drawing, the child plays a particular plot. The construction of the cubes is woven into the course of the game. Only by the senior preschool age does the result of productive activity acquire independent significance, regardless of the game.
The game has a very great influence on the development of speech, it is of particular importance for the development of reflective thinking.
The game is of great importance for the formation of the very mechanism of controlling one's behavior, the mechanism of obedience to the rules, which then manifests itself in other activities of the child.
Elkonin says that the formation of the most important aspects of the personality of a preschool child as a member of society takes place in the game. She has new motives, higher in their social content, and there is a subordination to these motives of direct motives, mechanisms for controlling her behavior are formed, and the moral norms of adults are mastered.
In a role-playing game, the mechanisms of mediated personal behavior arise and take shape; it is of great importance in the emergence of the primary form of personal consciousness.
A characteristic feature of the overwhelming majority of psychological theories spread in the West is the biologization of the human psyche, the denial of a qualitatively new type of mental development at the human stage. In understanding the game, this is expressed in two ways.
On the one hand, play is seen as an activity that is equally inherent in animals and humans. Here, in essence, the game does not create anything new. It acts as a means of facilitating the solution of private problems by the child, thereby only contributing to the realization of what the child already has.
On the other hand, the game is understood as a specific activity associated with the development of the human psyche. In this case, the game is considered as a way to ensure the successful adaptation of the child to the social world, but does not cause qualitative changes in the psyche. It is also necessary to note the importance of the game for the development of the motivational-need sphere of the child. In the role-playing game, emphasizes Elkonin D.B. As a result of the emotionally effective orientation of the child in terms of human activity, a new psychological form of motives arises and develops. D.B. Elkonin suggests that "in the game there is a transition from motives that have the form of pre-conscious, affectively colored immediate desires, to motives that have the form of intentions, standing on the verge of consciousness."
Conclusions for chapter 1
After analyzing the literature, we have identified the main theoretical provisions applicable to the development of play activities in preschool age.
Thus, the development of the child in the game is closely related to the "food for the mind" that he receives outside the game.
There are many definitions of play, expressed by leading scientists, who have shown its inexhaustibility, exceptional value for preschool childhood: play is a leading activity, play is a means of comprehensive education; the game is a means of preparing for school; game is a way of development of thinking...
At this stage of our work, we can say that the game occupies a large place in the system of physical, moral, labor and aesthetic education of preschoolers. The game is the most free, easy, bringing maximum pleasure activity of a preschooler. In the game, he does only what he wants. The child freely chooses the plot of the game, his actions with objects are completely free from their usual “correct” use.
The child needs vigorous activity that contributes to an increase in his vitality, satisfies his interests, social needs. Games are necessary for the health of the child, they make his life meaningful, complete, create self-confidence.
We found out that at preschool age, the playing role goes through a significant path of its development. With the same plot, the content of the game at different stages of preschool age is completely different.
Thus, the game is connected with all aspects of the upbringing and educational work of the kindergarten. It reflects and develops the knowledge and skills acquired in the classroom, fixes the rules of behavior that children are taught in life. This is how the role of play in the education program in kindergarten is interpreted: “In preschool childhood, play is the most important independent activity of the child and is of great importance for physical and mental development, the formation of individuality and the formation of a children's team”
Many adults consider play to be a meaningless activity because it has no purpose or result. But in the creative, role-playing game of a preschooler, there is both a goal and a result. The purpose of the game is to fulfill the role assumed. The result of the game is how this role is carried out.
Chapter 2
.1 Experimental study of the behavior of children during the role-playing game
The purpose of our experiment is to compare two groups of children - experimental (prepared) and control (unprepared) in the independent organization of the role-playing game "Polyclinic".
For the experiment, two groups of children of 6 people were taken, of which 8 boys and 4 girls of 6-7 years old, preparatory group No. 7, kindergarten No. 4.
Methods and techniques for organizing the role-playing game "Polyclinic":
Purpose of the game:
Clarify and expand children's ideas about the rules of behavior in public places (using the example of a clinic).
Arouse interest in the medical profession, the desire to learn more about medical workers.
To give preschoolers an idea of the structure of the human body.
Encourage children to take care of their health.
Preparing for the game:
Preliminary work was carried out with the experimental group:
Conversations with children about which of them was in the clinic and what they did there.
Excursion to the medical office.
Reading fiction.
Acquisition and production of attributes for the game.
Fiction:
K. Chukovsky "Aibolit", "Barmaley", "Moydodyr".
S. Mikhalkov "Vaccination", "Wonderful Pills".
Y. Shigaev " Today I am a nurse".
Attributes:
Medical cards, white coats, medicine boxes, hospital kit, etc.
Register nurse.
Cabinet nurse.
Laboratory assistant.
Procedural nurse.
Doctor - ENT.
The doctor is an oculist.
The doctor is a therapist.
Pharmacist.
Wardrobe attendant.
Patients.
Game actions (their sequence):
For the patient: take off outerwear and hand it over to the cloakroom, get a medical card at the reception, enter the medical office at the doctor’s invitation, listen to the doctor’s recommendations, buy the right medicine at the pharmacy.
For a doctor: listen to the patient's complaints, look at his medical record, listen to his heart and lungs, check his eyesight, examine his throat, ears, skin; write out a prescription, wish the patient good health.
An educational game that will acquaint children with the actions of doctors of various specialties.
Game progress:
Imagine that you and I, sitting in a train, plane or ship, are leaving farther and farther from home, and suddenly we have a toothache, a throat, an ear, a fever. Of course, we can take medicines with us. But it's better to go healthy. To do this, you need to see a doctor - undergo a medical examination.
There is one good riddle. Try to guess it:
Who is sitting at the bedside of the patient
And he tells him how to be treated.
He will offer the patient to take drops,
Anyone who is healthy will be allowed to take a walk.
So, we need to pass a medical examination.
Where can it be done?
Who works at the clinic?
Which of you would like to work in a clinic?
(Children choose their own roles and take jobs, the rest are patients).
And now let's remember what rules must be followed in public places, for example, in a clinic:
You can't scream or run. Why?
Why do you need to keep a number?
What should you do when you enter the clinic?
(Children imitate undressing. They receive a number and politely thank you).
Where do we go from the closet? Correctly! To the receptionist to get a medical card. To do this, you need to give your name, surname and address, as well as the year of birth.
(Children name their data and receive a card).
Now you can go to the doctor. How to find the right office? Emblems will help you with this. For example, in the office of an ophthalmologist, the emblem is eyes, an otolaryngologist has an ear, a pediatrician has a child, a procedural sister has a syringe. Who else can you name?
First we go to the ophthalmologist's office.
What doctor is this?
What diseases does he treat?
It is better if one of the educators takes on this role and starts with a conversation:
Guys, why do you need to check your eyesight?
And if the eyes need help, what can be done? (Write out glasses, drops).
What are glasses?
(Solar - to protect the eyes from the sun. Diving glasses that protect the eyes from river and sea water. Bicycle or motorcycle - to protect the eyes from dust). The eyes are a very important and delicate organ.
What parts of the body protect the eyes? (Eyebrows, eyelashes, eyelids).
During the day, the eyes get tired. How can you help your eyes?
· The room should have good lighting.
· Sit straight at the table with your head tilted slightly.
· Watch less TV.
· The light should fall on the left.
· Do exercises for the eyes.
The doctor (educator) imitates a vision test according to a table known to all, closing either the left or the right eye of the patient with a special spatula. After checking his eyesight, he conducts exercises for the eyes with the child.
Exercise "Let's play with nesting dolls." Performed standing. Each child has a matryoshka in their hands. The doctor gives instructions and does the exercise with the children.
Look at what elegant nesting dolls came to visit you, what beautiful handkerchiefs they have! Children stop looking at the handkerchief of their nesting doll (2-3 seconds). - And what a beauty I have! ).- And now look at your nesting doll again. The same 2-3 seconds, repeat 4 times.- Our nesting dolls are funny, they like to run, jump. You carefully follow them with your eyes: the nesting doll jumped up, sat down, ran to the right, to the left. Children perform the actions corresponding to the doctor's instructions, accompanying the movements of their nesting dolls with eye movements. Repeat 4 times. - Matryoshkas love to spin in a round dance. They will go in a circle, and you will follow them with your eyes. The same. Repeat 4 times. - And my nesting doll loves to play hide and seek. You close your eyes tightly. She will hide. Open your eyes and find it only by eye movements. The doctor puts his matryoshka at a distance. Repeat 4 times.
Have you checked your eyes? We go to the otolaryngologist's office. Here we will look at the ears, neck and nose. If someone has complaints or the doctor detects a disease, he will write you a prescription for medicine (tablets, drops, rinse). Then let's go to the pharmacy for medicine.
Then we go to the pediatrician. And he has a riddle ready for us:
I'll sit under my arm
And I'll tell you what to do -
Or I'll lay you in bed
Or let me walk!
(Thermometer)
First of all, the pediatrician will put you a thermometer to measure the temperature.
What is that tool for? (Listen to lungs, heart).
Do you know what it's called? (Phonendoscope)
Here the doctor says: "You are healthy, but you definitely need to be vaccinated."
Do you know why you need to get vaccinated? In everything that surrounds us there are a lot of microbes - both beneficial and harmful. And in order not to catch a dangerous disease, you need to be vaccinated.
A poem by Sergei Vladimirovich Mikhalkov "Vaccination" is read.
The procedural sister makes vaccinations and tries not to hurt anyone. And so that you do not get sick and are always healthy, the doctor will treat you with vitamins.
After the work described above, the children of the experimental and control groups were offered an independent organization of the game "Polyclinic".
2.2 Analysis and interpretation of results
The following criteria were taken into account in the analysis:
1. The idea of the game, setting game goals and objectives The children of the experimental group most actively discuss the idea, they have a long-term perspective of the game. The planning of the game is combined with improvisation. And the children of the control group are more silent.2. The content of the game The content of the game in children of the first group is the most diverse. The plot of the game The children of the experimental group most fully manifest the ability to jointly build, creatively develop the plot of the game. For example, one of the family members fell ill, you need to go with him to the clinic to see a doctor or you need to take a blood test in the laboratory.4. Performance of the role and interaction of children in the game All children convey the characteristic features of the characters, but the features of the role-playing dialogue are observed in the children of the experimental group. Appropriate medical terms are used.5. Game actions, game objects All children use substitute objects in the game. For example, pencils instead of test tubes, a counting stick instead of a needle for taking blood, etc. Children use toys in the game. 6. Game rules Children of the experimental group are most clearly aware that compliance with the rules is a condition for the implementation of the role. They monitor the implementation of the rules by other children.7. Features of conflicts in the game Children in the control group often have conflicts in the distribution of roles and the implementation of rules.8. The role of an adult in leading the game Children in the experimental group offer an adult to take part in the game as a doctor, laboratory assistant, etc. Children in the control group more often turn to an adult for help. For example, “What will I do at the reception?”, “Who is an ophthalmologist?” etc.
So, analyzing our experiment on teaching preschool children of the preparatory group the role-playing game "Polyclinic", we can conclude that the children of the experimental (prepared) group feel most free and confident in the independent organization of the game. The effectiveness of the role-playing game depends on the preliminary work of the teacher with the children. And the children of the control (unprepared) group, due to the lack of knowledge on this topic, behaved confused and insecure, more often came into conflict, violated the rules of the game, and more often turned to the teacher for help. It is difficult for children in the control group to build dialogues, so it is necessary to pay attention to dialogic speech.
Let us sum up the quantitative analysis of the experiment.
Experimental group
human - high level;
human - average level;
There is no low level.
Control group:
There is no high level;
human - average level;
human - low level.
The management of the game should be based on the knowledge of the patterns of its development. The main way the game develops under the influence of the educator is as follows: life is reflected in the game more and more fully and more realistically, the content of the games expands and deepens, thoughts and feelings become more conscious and deep, the imagination of the players becomes richer, the means of representation are more diverse; the game becomes more and more purposeful, there is a coherence of the actions of the participants, deliberation, agreement. Leading the game, the educator preserves the independence of children, develops their initiative, imagination.
How to competently manage children's play? Currently, there are three main methods of guiding children's games.
The first method of directing children's plot games was developed by D.V. Mendzheritskaya. In her opinion, the main way the teacher influences the children's game and the upbringing of children in the game is the influence on its content, that is, on the choice of topic, the development of the plot, the distribution of roles and the implementation of game images. And in order to show children new methods of play or enrich the content of a game that has already begun, the teacher must enter the game, taking on one of the roles as a partner.
The second method - the method of forming a game as an activity - belongs to N.Ya. Mikhailenko and N.A. Korotkova. It is based on the implementation of three main principles.
The first principle of organizing a plot game in kindergarten is that in order for children to master playing skills, the teacher must play with them. An important point that determines the "pulling" of children into the game is the very nature of the adult's behavior.
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The first stage in the development of gaming activity is Introductory game. According to the motive given to the child by an adult with the help of a toy item, it is an object-play activity. Its content consists of manipulation actions carried out in the process of examining an object. This activity of the infant very quickly changes its content: the examination is aimed at revealing the features of the object-toy and therefore develops into oriented actions-operations.
The next stage of gaming activity is called Depictive game in which individual subject-specific operations pass into the rank of actions aimed at identifying the specific properties of an object and achieving a certain effect with the help of this object. This is the climax of the development of the psychological content of play in early childhood. It is he who creates the necessary ground for the formation of the corresponding objective activity in the child.
At the turn of the first and second years of a child's life, the development of play and objective activity merges and at the same time diverges. Now, however, the differences begin to appear and in the methods of action ¾ the next stage in the development of the game begins: it becomes plot-representative. Its psychological content also changes: the child's actions, while remaining objectively mediated, imitate in a conditional form the use of the object for its intended purpose. This is how the prerequisites gradually become infected. role-playing game.
At this stage of game development, word and deed merge, and role-playing behavior becomes a model of relationships between people meaningful to children. The stage is coming role-playing game, in which the players model the labor and social relations of people familiar to them.
The scientific understanding of the phased development of play activities makes it possible to develop clearer, more systematic recommendations for managing the play activities of children in different age groups.
In order to achieve a game that is genuine, emotionally saturated, including an intellectual solution to the game problem, the teacher needs to comprehensively manage the formation, namely: to purposefully enrich the child’s tactical experience, gradually transferring it into a conditional game plan, during independent games to encourage the preschooler to creatively reflect reality.
In addition, a good game is an effective means of correcting violations in emotional sphere children brought up in disadvantaged families.
Emotions cement the game, make it exciting, create a favorable climate for relationships, increase the tone that every child needs to share his spiritual comfort, and this, in turn, becomes a condition for the preschooler's susceptibility to educational actions and joint activities with peers.
The game is dynamic where the leadership is aimed at its phased formation, taking into account those factors that ensure the timely development of gaming activities at all age levels. Here it is important to rely on personal experience child. The game actions formed on its basis acquire a special emotional coloring. Otherwise, learning to play becomes mechanical.
All components of a comprehensive guide to the formation of the game are interconnected and equally important when working with young children.
As children grow older, the organization of their practical experience also changes, which is aimed at actively learning the real relationships of people in the process of joint activities. In this regard, the content of educational games and the conditions of the subject-game environment are being updated. The focus of activating communication between an adult and children is shifting: it becomes business-like, aimed at achieving joint goals. Adults act as one of the participants in the game, encouraging children to joint discussions, statements, disputes, conversations, contribute to the collective solution of game problems, which reflect the joint social and labor activities of people.
And so, the formation of play activity creates the necessary psychological conditions and favorable ground for the comprehensive development of the child. Comprehensive education of people, taking into account their age characteristics, requires the systematization of games used in practice, the establishment of links between different forms of independent gaming and non-gaming activities that take place in the form of a game. As you know, any activity is determined by its motive, that is, by what this activity is aimed at. Play is an activity whose motive lies within itself. This means that the child plays because he wants to play, and not for the sake of getting some specific result, which is typical for household, work and any other productive activity.
The game, on the one hand, creates a zone of proximal development of the child, and therefore is the leading activity in preschool age. This is due to the fact that new, more progressive types of activity and the formation of the ability to act collectively, creatively, and arbitrarily control one's behavior are born in it. On the other hand, its content is fueled by productive activities and ever-expanding life experiences of children.
The development of the child in the game occurs, first of all, due to the diverse orientation of its content. There are games directly aimed at physical education (moving), aesthetic (musical), mental (didactic and plot). Many of them at the same time contribute to moral education (plot-role-playing, dramatization games, mobile, etc.).
Developmental psychology studies two large groups of games, which differ in the degree of direct participation of an adult, as well as in various forms of children's activity.
First group - these are games where an adult takes an indirect part in their preparation and conduct. The activity of children (subject to the formation of a certain level of game actions and skills) has an initiative, creative character - the guys are able to independently set a game goal, develop the game plan and find the necessary ways to solve game problems. In independent games, conditions are created for children to show initiative, which always indicates a certain level of intelligence development.
Games of this group, which include plot and cognitive games, are especially valuable for their developmental function, which is of great importance for the overall mental development of each child.
Second group - these are various educational games in which an adult, telling a child the rules of the game or explaining the design of a toy, gives a fixed program of actions to achieve a certain result. In these games, specific tasks of education and training are usually solved; they are aimed at mastering certain program material and rules that players must follow. Educational games are also important for the moral and aesthetic education of preschoolers.
The activity of children in learning to play is mainly of a reproductive nature: children, solving game problems with a given program of actions, only reproduce the methods for their implementation. Based on the formation and skills of children, independent games can be started, in which there will be more elements of creativity.
The group of games with a fixed action program includes mobile, didactic, musical, games - dramatization, games - entertainment.
In addition to the games themselves, it should be said about the so-called non-gaming activities that do not take place in a playful form. These may be the initial forms of child labor organized in a special way, some types of visual activity, familiarization with the environment during a walk, etc.
The timely and correct use of various games in educational practice ensures the solution of the tasks set by the “program of education and training in kindergartens” in the most acceptable form for children. It should be noted that games have a significant advantage over specially organized classes in the sense that they create more favorable conditions for the active reflection of socially established experience in children's independent activities.
Search for answers to emerging game problems increases the cognitive activity of children and real life. The processes of the mental development of the child achieved in the game significantly affect the possibilities of his systematic learning in the classroom, contribute to the improvement of his real moral and aesthetic position among peers and adults.
The progressive, developing value of the game is not only in realizing the possibilities of the child's comprehensive development, but also in the fact that it helps to expand the scope of their interests, the emergence of the need for classes, the formation of the motive for a new activity - learning, which is one of the most important factors in the child's psychological readiness for learning. at school.
