Volume 02 Issue 09-2022
20
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
09
Pages:
20-23
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
This article discusses the concept of "game", the views of psychologists and teachers on the game method of raising
and teaching children, the existing concepts of the psychological essence of the game, pedagogical research on the
analysis of the functions of the game, the influence of the game on the development of the mechanisms of children's
creativity.
KEYWORDS
Game, game functions, creativity, game forms, creative game, game method.
INTRODUCTION
According to the definition of the psychological
dictionary, a game is a type of activity in conditional
situations that recreate certain areas of reality. In the
game, the main thing is the subjective satisfaction of
the process, the player performs real actions related to
the solution of specific, often creative tasks.
The peak of the game falls on preschool childhood,
when all human abilities are formed: walking and
movement,
speech,
hand,
imagination,
communication, self-awareness, and so on.
Research Article
DEVELOPMENT OF CREATIVITY OF PRESCHOOLERS IN PLAY ACTIVITIES
Submission Date:
September 09, 2022,
Accepted Date:
September 18, 2022,
Published Date:
September 27, 2022
Crossref doi:
https://doi.org/10.37547/ijp/Volume02Issue09-05
Olga Yevgenevna Terekhova
Senior Lecturer, Department of Psychology and Pedagogy of Preschool Education Tashkent State Pedagogical
University named after Nizami, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ijp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 02 Issue 09-2022
21
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
09
Pages:
20-23
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
According to Piaget, play is a form of creativity, but
creativity with a purpose. Clarifying this provision, it
should be noted that these goals are declared to
children by adults; for children, play itself is the goal.
For children from 1 to 7 years old, the game is an
important factor in understanding the world around
them, mastering the role-playing functions of the
mental development of the individual, its socialization
and preparation for the future.
Various game theories have been presented in foreign
studies.
Spencer's game theory is based on the fact that more
energy is accumulated in the child's div than is
required to meet his actual needs. This excess energy
tends to be used and manifests itself in the form of
movements. Play thus serves as the realization of
excess energy.
In the game theory of K. Gross, the principle of a child's
imitation of an adult's behavior is noted.
The theory of K.Buller assumes the presence of a
peculiar kind - the pleasure received by the child during
the game (the pleasure of the function).
According to the theory of the Russian psychologist
L.S. Vygotsky: “A child always plays, he is a playing
creature, but his play has great meaning. It exactly
matches his age and interests and includes such
elements that lead to the development of the
necessary skills and abilities.
In the works of D.B. Elkonin, new ideas about the game
and play activities of preschoolers were given. The
game was considered by him as a specific activity of
children, social in its origin and content. At a certain
stage in the development of society, it serves as a
means of realizing the desire of children to participate
in the lives of adults. On the one hand, the game
belongs to childhood, and on the other, to the
education system used in preparing children for
adulthood.
As a result of the research, practical pedagogy turned
out to be focused on the formation of children's own
play activities, which in turn led to the problem of
children's communication with peers and adults.
Preschool institutions formed groups of children by
age, which interfered with the communication of
children in society, which led to the transfer of
functions of increasingly complex ways of playing
activities to an adult or a teacher. At the same time,
attempts were made to explain the relative constancy,
uniformity of the forms of the game transmitted from
generation to generation.
One of the factors stimulating the activity of children in
the game is the game group itself or the game team. In
joint gaming activity, there is an increase in vital energy
from interaction, empathy.
The pedagogical possibilities of the game can be
considered from various positions, in particular
through the analysis of its functions. The main
functions of the game include: teaching, developing,
educating,
encouraging,
communicative,
organizational
-
guiding,
diagnostic,
psychotherapeutic.
Special requirements are imposed on the organization
of children's play activities:
1.
Benevolent attitude towards children's games;
2.
Exclusion of any coercion in the management of
the game;
3.
Knowledge of the basic techniques of game
management and the ability to apply them
depending on age and the game environment.
Volume 02 Issue 09-2022
22
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
09
Pages:
20-23
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
The organization of gaming activities can be reduced
to the following:
at the first stage, the place of the game in the process
of classes is determined (where it is possible to use
games in the process of classes, which games should
be used, determining the purpose of the classes);
at the second stage, organization takes place (with the
help of which it is possible to create a game situation,
what form of game interaction is most acceptable,
what pedagogical techniques need to be applied to
organize game activities);
The third stage is the consolidation of the goals
achieved in the game (discussion, summing up).
Children's games can be divided into two groups:
games that children come up with creative games and
games with right-handers that have a ready-made,
unchanging content and form. The game awakens and
develops the imagination of the child. He creates
images, combines impressions, combines what he saw
himself, what he was read or told about. The joy that
usually accompanies the game is largely due to the
opportunity to actively act, carrying out their
intentions and tasks.
The fuller and more varied the activity of a preschooler,
the more significant it is for the child and corresponds
to his nature, the more successful his development is,
the potentialities and first creative manifestations.
That is why for a preschooler, play is natural,
communication with adults and peers, different types
of artistic activities. In these activities condition that
the child masters the position of the subject, intensive
intellectual, emotional and personal development,
formation arbitrariness of behavior, thinking,
development of creative imagination.
Interest in the game was noted in cultural works. A
number of studies devoted to games and game
methods in the field of cultural and leisure activities
define the game method as a new form of leisure
organization. I.V. Zhezhko in his work “the gaming
method of socio-cultural design” considers project
games in the field of culture, with the aim of designing
new types of cultural institutions and enterprises, new
ways of organizing culture, new ways of organizing
cultural creation and culture -building activities. The
works of V.S. Dudchenko, E. Turk and T. Elenum are
devoted to innovative games. Another direction
considers the methodology and game modeling in the
educational process. A number of authors note that a
methodology for the use of game simulation is
currently being developed, which allows you to create
a game environment and solve various tasks of the
educational process.
At the same time, it should be noted that, in our
opinion, the game method has been little studied in
cultural works, especially among preschoolers.
As a result of the analysis of existing theoretical
positions on the game method, we formulate the
following conclusions:
The game method as a means of education was
noted and studied in the works of ancient Greek
philosophers and remains a topical issue for
modern researchers;
There are quite a lot of theories of the origin of the
game, which is reflected in the works of
philosophers, psychologists and teachers;
In games, the child's fantasy awakens, he combines
and creates something new, processes and
accumulates experience, which in turn develops
the mechanism of creativity;
Volume 02 Issue 09-2022
23
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
09
Pages:
20-23
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
The game is the leading activity of a preschooler,
contributing to the education and upbringing of
children, the development of their abilities;
There are very few works devoted to the study of
the game method among preschoolers in the
cultural and leisure sphere, as well as studies of the
influence of the game method on the development
of creativity in preschoolers.
REFERENCES
1.
Bogoyavlenskaya D.B. Psychology of creative
abilities. - M., Academy, 2002
2.
Druzhinin A.B. Psychology of general abilities. - St.
Petersburg: Peter, 1999
3.
Zhezhko I.V. Leisure activities of preschoolers, M.,
Pedagogy, 2006
4.
Mukhina B.C. Child psychology. - M., April - Press,
2000
