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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

Free of fees
Open Access Journal

 

Video games in the life of preschoolers

Gulyaeva E.V., employee of Scientific Reasearch Institute of preschool education namedafter A. V. Zaporozhets, Moscow, Russia, babochka-88@mail.ru
Solovyeva Yu.A., Undergraduate Student, Chair of the Criminal and Forensic Psychology, Department of Legal Psychology, Moscow State University of Psychology and Education, Moscow, Russia
Abstract
The contribution is devoted to video games for children of preschool age. It presents a classification of video games which is based on the contents and the actions of the player. Basing on the presented typology, the authors propose a division of games into role-playing, where the player takes a specific role, and non-role-playing, where the player either does not take a role of a character or there is no character at all. The authors then propose an addition to the existing classification, in particular introducing educating and developing video games. They analyze the advantages and disadvantages of video games and identify their defining features. Video games are compared to unaided games of preschoolers. The authors state that for the purposes of preschoolers’ development a computer must become an enriching element of developing object environment. It facilitates the development of cognitive activity of children, creation of advantageous emotional background, socialization of personality. In the conclusion the authors state that video games in modern conditions are a specific form of reality exploration, however, they must only complement and not substitute the unaided games of preschoolers.

Keywords: video games, preschool age, unaided game

Column: Developmental Psychology

For Reference

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