CONCEPTOLOGY OF THE GAME AS A TOOL FOR THE DEVELOPMENT OF STUDENTS IN THE PRIMARY SCHOOL (EPISTEMOLOGICAL ASPECT)

Abstract

The article considers theoretical and methodological aspects of the use of games, different forms of games both in the educational process and extracurricular activities. It is noted that such a strategy is laid down in current official documents, particularly in the Concept of the New Ukrainian School and the Convention on the Rights of the Child, approved by the UN General Assembly resolution.
It is emphasized that the State Standard of Primary Education directly refers to the actualization of forms of games in the learning process of students not only of 1-2, but also of 3-4 grades, which indicates a strategy of increasing the efficiency of the educational process.
The understanding and comprehension of the problem of games, forms of games as a tool for the development of primary school students is considered in detail. The doctrines and experience of prominent and cult teachers of the past such as J.A. Komensky, F. Froebel, K. Ushinsky, A. Makarenko, V. Sukhomlinsky, S. Amonashvili are involved. Attention is focused on the fact that they were all aware and emphasized the importance of games for the diverse development of the child and advocated the use of games, forms of games at school.
Since the study is epistemological in nature, in addition to the opinions and conclusions of prominent teachers, theories and concepts of iconic thinkers, scientists who worked out the concept of the game in the development of primary students are discussed. The theories of Z. Freud, A. Adler, K. Groos, P. Lesgaft, L. Vygotsky, S. Rubinstein, O. Leontiev, D. Elkonin, B. Ananiev are analyzed from this point of view. Despite their differences and dissimilarities these teachings are united by a macrothesis about the universal functions of the game for the development of physical condition and psychological properties of the child.
The classification of children's games, offered by modern scientists, is characterized in detail, its marker signs are allocated. Considerable attention is paid to the specifics of the use of games, forms of games in the process of developing the personality of an elementary school student. It is emphasized that the development of primary students are focused not only on extracurricular activities, but largely on the use in the educational process.
The priority is the opinion that today the game, various forms of games in the lessons in the primary school are aimed at the achievement of educational goals. The final provisions that the game has become an integral tool for the retransmission of new knowledge and the development of skills and abilities of primary school students are being finalized.