The problem of children's games: parents and teachers, unite!
Our previous publication is enoughthe controversial topic of the influence of modern pedagogy on computer playing entertainment for children has caused some indignation on the part of the pedagogical community. They also joined the producers (distributors) of computer games for children.
We rush to reassure everyone, we do not appropriate ourselvesthe right of supreme arbitration in the examination of certain software products, but simply offer a way of collective evaluation of the already created array of computer game resources (IR), which for some reason are called children's, educational and developmental.
In the article "Computer games for children: pedagogical view ", we presented a scheme of possible interaction of active, advanced parents with educators of senior groups of pre-school educational institutions (DOW). The motives and goals of such communication are obvious. If your child is sick with chickenpox, you call a doctor, if he hangs in the virtual game space, you are looking for advice from kindergarten teachers, teachers or just good acquaintances.
Practice has long proved that the collective mind is much more able to cope with any problem (and children at the computer - this is another problem) than single parent or pedagogical brains.
Therefore, we suggest you find the time forsharing their knowledge of the modern world of computer games, first paying attention not to the entertainment (or distracting) side of this process, but to the developing and psychological impact of this environment on your child.
At a time when children are forminginformation culture, real pedagogy can not help them, and all the burden falls on the shoulders of the parents. Hence, it makes sense to delineate the areas of responsibility for computer education of the child and give explanations to our scheme.
You are presented with the main stages of the jointexpert evaluation and the procedure for selecting computer games that can be recommended by the educator as a playground for the preparation of senior preschoolers for the harsh school days.
Path 1 corresponds to the following procedure:
- the educator himself finds in the Internet network of the IR and intest game mode evaluates its compliance with didactic requirements (or, relying on the accompanying information to the game, classifies it according to didactic properties);
- in the absence of pedagogical value, the IR is rejected;
- information about the IR (e-mail address, name) or a copy of it by the tutor passes to parents;
- parents assess the so-called consumerquality of IR on the methodology of Stanislav Kobzev (which they will also have to play for), and on the basis of their own assessment either reject the teacher's opinion (in this case, the game resource can not be included in the library), or they connect the main expert-the child;
- having received confirmation of the correctness of the choice in the form of a positive emotional evaluation of the child, the parent with a clear conscience presents the tested IR for inclusion in the general folder of the IR DOW;
- the definition of the fate of the IR, negatively evaluated by the child, remains in the hands of the teacher and parents.
Path 2 differs from the first by a sequence of decision-making:
initiator of the search and selection of IR in this caseparents come forward. Having passed exactly the same expert parental and child assessment, the "positive" IR is sent to the provider (in the form of a link, copy, information message) for the procedure of pedagogical systematization and inclusion in the library.
As can be seen from the proposed scheme, each participant in the selection procedure for the IR has his own zone of responsibility:
- the educator provides a choice of computer games,corresponding to the goals and objectives of the developing and teaching preparation of children for school, and also evaluates their content in terms of possible negative psychological effects on preschoolers;
- parents assess the quality of IR characteristics: the level of its technological and design work, the laboriousness of the access procedure, the adjustment of the IR, as well as the explanation of the game task and the game management system; determine the length of the gaming session and the form of necessary participation of adults in gaming activities of children;
- the child acts as an emotional indicator of fascination and, as a consequence, the practical effectiveness of the chosen IR;
- children who have the practice of using the games they like, gladly perform the role of enthusiastic agitators and consultants in their group of DOW on all gaming issues.
What in the end? A collective computer game library with open access is being tested by many families.
Author: Katerina Sergeenko
