Custom essays on Playing and learning.

Playing and learning. Expression “educational game” is not correct, because it comes from the false premise that you can learn, experiencing boredom or to play, and not to perceive the information. Good game, which is interesting, always teaches something, and in any good training exercise there is an element of the game. Nowadays games have become the resource that helps children and adults perceive the information, as there are new innovative approaches that help to explain everything better and as a result people remember easily. A distinctive feature of games is a combination of repetition and surprise. Therefore, the art of compiler games is in the correct dosage of repetition and surprise. However, the game is the first thing that a person wants to play, and though this wish may not be totally motivated, it is still a highly individual.
Games do not automatically lead to learning. If people want to ensure constant communication between the game and teaching at the school, then this can be achieved only by bringing the spirit of the game in the ordinary school life, rather than simply using some educational games.

The teacher, as an organizer of the game should open up the seeds of its own game started and should teach, introducing into the process of learning the elements of the game.
Construction of the educational process is based on knowledge of the structure of educational activities, and other psychological characteristics inherent to the schoolboy. This knowledge is mainly incorporated in the curriculum; they determine the methods and techniques of training. But since they are present there in a hidden, implicit form, the teacher would be helpful to trace the reliance on a psychological phenomenon that suggests one method or another that changes in training activities or the identity of the student it should entail. For example, the idea of the types of training activities and their relationship to lead to the use at certain stages of the materialized form of action with a variety of schemes, ideas about the formation and transfer techniques of cognitive activity, to form them at various educational materials, etc.
It is known that in preschool age acquisition of new knowledge in the game is much more successful than in the classroom. The child, fascinated by an attractive conception of the new game, as if no notice of what he learns, although he now and then faces difficulties, which require adjustment of its representations and cognitive activity.
In today’s pre-school educational pedagogy and teaching, the value of the game in the principle is recognized. The game is just a tool for a child to be able to learn what he still cannot. However, the enormous potential of educational games (didactic, games with rules, etc.) are generally not used. The repertoire of these games is very poor and covers a narrow range of tasks, especially little cooperative games that involve the whole group. There are virtually no games aimed at the development of strong-willed, moral qualities of the person and the formation of human relations between children. Educational game – this is not any action with didactic material and is not a game reception at the mandatory training sessions, as stated in Learning and Games. This is specific, full and quite content for children’s’ activities and also it has its motives and its methods of action.