Marzhan Tajiyeva

Gulzar Shaikulova

INFLUENCE OF GAME TECHNOLOGY FOR DEVELOPMENT cognitive skills of preschool children

The radical updating of the content of education and training in pre-schools due to the new education policy of the sovereign Republic of Kazakhstan aimed at the development of innovative forms of pre-school institutions.

Taking into consideration that pre-school children play is the leading type of activity, we analyzed research from leading educational psychologists: B.F.Boytendak [1] L.A.Venger [2], P.Ya.Galperin [3] K. Gross [4] and John Dewey [5], M.Zhumabayev [6] D.A.Kolotstsa [7], Ya.A.Komenskiyi [8], A.Makarenko [9], D. Menjeritsky [10] Maria Montessori. [11] According to international experts and J.Frost and P.Jacobs [12] "game is needed for children to develop cognitive and motor skills as well as knowledge of the world of people and their place in it.

According to the authors, the program play activity preschooler constructed from a set of educational games, which in all its diversity originate from a common idea of connection construction labor and technical games with the child's intelligence and possess unique features, and their use of the teacher in the high school age helps participants live ones or other elements of the educational process in conventionally game plan. Action game rules transform the usual position of the teacher in the assistant organizer, partner play action for the following reasons:

- Psycho-physiological rationale: the child's development in later preschool years is associated with enrichment and fixing household vocabulary connected speech, the improvement of mental processes, the formation of numerical and abstract ideas, and the like. For children of this age is characterized by immediacy of perception, ease of entry into the images, the children quickly become involved in the activities, especially in the game.

Children easily get involved in any activity, especially in the game, organized themselves into a group game, continue playing with objects, toys, games appear neimitatsionnye. In the game model of upbringing and education process, creating a problematic situation occurs through the introduction of a game situation: a problem situation the participants lived in her game incarnation is the basis of the gaming simulation of the activities of students going on to conditionally game plan.

Children age groups operate on game rules (for example, in the case of role-playing games - the logic of the role played out in simulation and modeling, along with role-playing games are your "rules" of the simulated reality). Games decor and transforms the position of the teacher, who is balancing between the role of the organizer, facilitator and partner general action.

The results appear in a double game plan - as a game and as an educational and informative results. Didactic function of the game is realized through the action of playing the discussion, analysis of the ratio as a simulation game situation, its relationship to reality.

In the arsenal of pedagogy kindergarten games are contributing to the enrichment and retention of children everyday vocabulary connected speech; games aimed at the development of numerical representations, numeracy, and games that develop memory, attention, observation, and strengthens the will.

We believe that gaming technology is built as a holistic education that covers a part of the upbringing and education process, and the combined total content, plot, character. It will start up sequentially games and exercises that form the ability to provide basic characteristic features of objects, compare, compare them, group games at the generalization of objects according to certain criteria, group games, during which the younger preschool children develop the ability to distinguish the real from the unreal phenomena, group games bringing up self-control, speed of response to the word, phonemic hearing, wit, etc. In this game the story evolves parallel to the main content of training, helps to intensify the learning process, develop a series of educational elements. Compilation of gaming technology and elements of the Games - the concern of every kindergarten teacher.

The national pre-school pedagogy, there are a number of gaming technology that teachers use in the classroom for the development of speech (the characters from pre-school educational program "Kaynar", "Karlygash" (Elya, Meera, Arman), etc.) embedded in the main content of education and learning. All the characters have different adventures in which the manifest their essential characteristics and quality. Along with the heroes with older children unconsciously learn the most difficult concepts and skills, developing a connected speech enabled dictionary. However, speaking about the game and its influence on the development of speech older preschoolers we must take into account its indirect effect on the development of the mind and to assume area of optimum operation of a game as didactic tools. Optimal use of games, from our point of view, is defined by the following conditions if: there is the inclusion of cognitive activity, the situation of success in the game is the premise of cognitive activity.

In the process of a game created favorable conditions not only for the assimilation of pre-school children new skills and knowledge, but also for the formation of their most important qualities of the human mind as the ability to perform actions in the mental plane, to carry out the symbolic substitution of real objects and operate similar substitutions in cognitive purposes, etc.

All this has led to fundamental changes in the understanding of children's activities and games at the same time opened up entirely new ways of solving the studied problem.

 Based on the provisions of the developmental features of the game as the leading activity in the preschool years, we have assumed that it is the most important activity for the development and education of the person preschooler. The special value of the game is that it is an independent activity in which children come in to play as well as real relationships, and makes children's society. Due to the games of children are formed qualities such as teamwork, self-esteem, independence, activity, and in the course of the game, children learn the rules of behavior in the game the child learns to act in accordance with the rules of conduct not by coercion but by inner impulse. The role of games as a means of learning about the world, in the course of the game is not just a transfer of knowledge, and the ability to form, which will allow in the future more successfully assimilate knowledge.

Thus, we understand that gaming technology has the means, activating and intensifying cognitive activity of preschool children.

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