Psychological and Pedagogical Expertise of Board Games

16076

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.

General Information

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

Journal rubric: Developmental Psychology

Article type: scientific article

For citation: Salmina N.G., Tikhanova I.G. Psychological and Pedagogical Expertise of Board Games. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2011. Vol. 16, no. 2, pp. 29–38.

References

  1. Berljand I. E. Igra kak fenomen soznanija. Kemerovo, 1992.
  2. Bibler V. S., Berljand I. E., Kondratov R. R. So­znanie – dominanta psihicheskoj zhizni doshkol'ni­ka // Sovremennoe sostojanie i perspektivy razvitija obuchenija. Krasnojarsk, 1990.
  3. Veresov N. N. Vedushaja dejatel'nost' v psihologii razvitija: ponjatie i princip // Kul'turno-istoricheskaja psihologija. 2005. № 2.
  4. Vygotskij L. S. Igra i ee rol' v psihicheskom razvitii rebenka // Voprosy psihologii. 1966. № 6.
  5. Davydov V. V., Zinchenko V. P., Talyzina N. F. Problema dejatel'nosti v rabotah A. N. Leont'eva // Voprosy psihologii. 1982. № 4.
  6. Kaplunovich I. Ja. Razvitie prostranstvennogo myshlenija shkol'nikov v processe obuchenija mate­matike. Novgorod, 1996.
  7. Kravcova E. E. Ponjatie vozrastnyh psihologiches­kih novoobrazovanij v sovremennoj psihologii razvi­tija // Kul'turno-istoricheskaja psihologija. 2005. № 2.
  8. Levada Ju. A. Igrovye struktury v sisteme social'nogo dejstvija. Sistematicheskie issledovanija. M., 1984.
  9. Mihajlenko N. Ja., Korotkova N. A. Igry s pravilami v doshkol'nom vozraste. M., 2002.
  10. Podd'jakov A. N. Issledovatel'skoe povedenie: strategii poznanija, pomosh, protivodejstvie, konflikt. M., 2000.
  11. Piazhe Zh. Izbrannye psihologicheskie trudy. Psihologija intellekta. Genezis chisla u rebenka. Logika i psihologija. M., 1969.
  12. Smirnova E. O., Salmina N. G., Tihanova I. G. Psihologicheskaja ekspertiza igrushki // Psiholo­gicheskaja nauka i obrazovanie. 2008. № 3.
  13. Smirnova E. O., Filippova I. V. Obraznaja igrush­ka kak sredstvo razvitija soznanija doshkol'nika // Psihologicheskaja nauka i obrazovanie. 2008. № 3.
  14. Sejfer S. Vysokorazvitaja igra i ee rol' v razvitii i obuchenii // Psihologicheskaja nauka i obrazovanie. 2010. № 3.
  15. Hejzinga J. Homo Ludens: Opyt preodolenija igrovogo elementa kul'tury // Homo Ludens. V teni zavtrashnego dnja / Obsh. red. i poslesl. G. M. Tav­rizjan. M., 1999.
  16. Shedrovickij G. P. Metodologicheskie osnovanija k pedagogicheskomu issledovaniju igry. Izbrannye trudy. M., 1995.
  17. El'konin D. B. Psihologija igry. M., 1978.
  18. Jakimanskaja I. S. Razvitie prostranstvennogo myshlenija shkol'nikov. M., 1980.
  19. Erik H. Erikson. Toys and reasons. Stages in Ritualisation of Experience. W. W. Norton&Company. INC. N.Y., 1977.

Information About the Authors

Nina G. Salmina, Doctor of Psychology, Professor of the Department of Educational Psychology and Pedagogy, Faculty of Psychology, Lomonosov Moscow State University, Moscow, Russia, e-mail: salmina2005@yandex.ru

Irina G. Tikhanova, PhD in Psychology, Assistant Professor at the Developmental Psychology Chair, Educational Psychology Department, Moscow State University of Psychology and Education, Moscow, Russia, e-mail: tihan@bk.ru

Metrics

Views

Total: 6437
Previous month: 93
Current month: 50

Downloads

Total: 16076
Previous month: 19
Current month: 3