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Developing games are characterized by the fact that they contain a ready game plan, proposed by the child, the play material, and rules. The goal of a game always has two aspects:
– cognitive, for example, what should we teach a child, what modes of action with the objects we want him to transfer;
– educational, for example, the ways of cooperation, forms of communication and relationships to other people who should educate children.
In both cases the goal of the game should be formulated not as a transfer of specific knowledge and skills, as well as the development of certain mental processes or abilities of the child.
The game plan is that the game situation, in which the child is introduced, and which he perceives as his own. This is achieved if developing games are based on the specific needs and inclinations of children, as well as features of their experience, as stated in Digital Games for Learning. The attractiveness of certain things gives a meaning to their activities. In all cases, the game plan is implemented in gaming activities that are offered to a child when the game took place.
Game action always includes a learning problem, which all children have, essential to personal success in the game and their emotional connection with other participants. Action learning task requires the child’s active intellectual and volitional effort, but it also gives the greatest satisfaction. The content of the training tasks can be quite varied: Do not run ahead of time or name of the subject, time to find the picture for some time, memorize a few items, etc. Finally, an important feature of the game is the game rules. Rules of the game are brought to mind the children of the plan, game action and learning task.
For the game to motivate children and to affect them personally, an adult must become a direct participant. By their actions, emotional communication with adult children involves them in joint activities, making it an important and meaningful to them. It becomes like a center of attraction in the game. It is very important in the early stages of getting acquainted with the new game, especially for younger preschoolers. At the same time an adult arranges the game, and then it helps children to overcome difficulties, to encourage compliance and to note their errors, as stated in Computer as a learning tool for children. The combination of two different adult roles – participant and organizer is an important feature in developing the game.
Due to the fact that the educational game includes active and meaningful activities for children, which he willingly and voluntarily activates, the new experience gained in it, it becomes his personal property, as it can be easily applied in other contexts (and therefore the need to consolidate the new knowledge disappears), as described in Games in schools Study. In addition, many games teach children to act “in mind”, to think what liberates the imagination of children, develops their creative abilities and capacities.
Educational game is a fairly effective way of forming such qualities as organization, self-control, etc. The joint nature of the game is of a great importance, in which the teacher and peer group encourages the child to comply with the rules, for example, the conscious control of their actions. As a consequence of a developing game, a child learns the rules of the game better, uses his creative thinking and gives his new ideas and takes decisions, as described in Digital games have the potential to bring play back to the learning experience. Gradually, there are prerequisites to the formation of conscious behavior and self-control, which is the practical development of moral standards. Game rules are like normal behavior in a group, bring a new social experience.
All in all, developing games are very helpful for children and adults. They help to find creative ideas, to understand important things and to look at the situation at a different angle. Thus, in early childhood developing games contain a versatile environment for the formation of the most valuable qualities of the individual. However, to make their development effective, there should be consistency in the selection of games.