Yakshina A.N. Conditions of Play Development at Preschool Age: a Review of Modern Domestic and Foreign Research

Received: 05/22/2020

DOI: 10.24411/1997-9657-2020-10079

Keywords: game game support partnership position development of the quality of preschool education

Yakshina A.N. (2020). Conditions of play development at preschool age: a review of modern domestic and foreign research. Preschool Education Today. 4:14, 50–61 (in Russian)

This work is licensed under a Сreative Commons Atribiution - NonCommercial 4.0 International (CC BY-NC 4.0)

2020, 4

Anna N. Iakshina
Researcher, Laboratory of Child Development, Research Institute of Urban Studies and Global Education, Moscow City University, Moscow, Russian Federation

Abstract

The article analyzes modern studies of the play of preschool children, identifies a set of conditions necessary for its development, including three groups of parameters: characteristics of the subject-spatial environment, teacher–children interaction, support for children’s interaction. The crisis of the play disappearance is seen as an opportunity to establish a dialogue between researchers from different countries, rethink existing programs, eliminate the contradiction of the visibility of the play and at the same time its absence in kindergarten, and strengthen the conditions that support the true game. The greatest educational potential has an open, transformable environment that challenges the child, and the partner position of an adult who does not exploit the game for educational purposes, but supports children’s interaction and co-construction of the game plan. For optimal support of the game at preschool age, the teacher must also provide access to a variety of multifunctional materials, structure the program so that children have enough free time to play during the day, create conditions for communication and joint play of children of different ages.

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