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Psychological Science and Education

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1814-2052

ISSN (online): 2311-7273

DOI: http://dx.doi.org/10.17759/pse

License: CC BY-NC 4.0

Started in 1996

Published 6 times a year

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Psychological and Pedagogical Expertise of Board Games 15437

Salmina N.G., Doctor of Psychology, Professor at the Education Psychology and Pedagogics chair, Lomonosov Moscow State University, Moscow, Russia, salmina2005@yandex.ru
Tihanova I.G., PhD in Psychology, Assistant professor at the Developmental psychology chair, Educational psychology department, Moscow State University of Psychology and Education., Moscow, Russia, tihan@bk.ru
Abstract
The article describes the role of board games in the cognitive and personal development of preschool and early school age children. The discussion questions about the genesis of board games and assigning them to a more general group of games – games with rules, are outlined. The specific characteristics of board games that distinguish them from other games are identified. A notion of board games’ impact on the formation of metacognitive skills is proposed. The criteria for psychological expertise of board games are described and justified. The main and the additional criteria of psychological examination are outlined. The first group covers the following: the attractiveness of the game (a desire to play), the development sphere (which skills are formed in the game), the description of the main skill (its structure and sequence of operations), related skills and age that a game is designed for. Accessibility of the game material (determined by a number of conditions, consideration of which significantly affects the possibility of organizing a game activity by a child) and quality of the material are described as the additional criteria. The significance of the psychological and educational expertise of board games is discussed.

Keywords: play, board games, games with rules, psychological and pedagogical expertise, metacognitive skills, assessment criteria.

Column: Models of Psychological Evaluation of Toys

For Reference

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