PLAY INTERACTION AS A MEANS OF FORMING THE SOCIAL-EMOTIONAL DEVELOPMENT OF PRESCHOOL CHILDREN

Abstract

The article analyzes the evolution of play as the leading form of child activity and reveals the dynamics of game development: from elementary manipulations with objects at an early age to complex plot-role-playing games, as well as games with rules in preschool age. The role of game interaction as a key factor in the socio-emotional development of preschool children is considered. The authors found that the formation of game competence, which is aimed at the child's ability to free, emotionally rich, spontaneous activity on his own initiative, contributes to the realization of the possibility of applying existing and mastering new knowledge and personal development through the child's desire to participate in adult life by realizing interests in game and role-playing actions in a generalized form. The influence of different types of games (plot-role-playing, didactic, mobile) on the formation of communication skills, empathy, self- regulation and the ability to work in a team is proven. The work substantiates that the game is a natural environment for the assimilation of moral norms and social roles. The mechanisms of the influence of joint games on reducing the level of anxiety and aggressiveness in children are revealed. The psychological and pedagogical conditions under which gaming activity becomes an effective tool for the socialization of a child are determined. Special attention is paid to the relationship between gaming experience and the ability of preschoolers to recognize their own emotions and feelings in others and to the problems of forming the social and emotional competence of preschoolers through the system of gaming interaction.