Psychosocial Tasks of Development in Preschool Age and Specifics of the Game Mechanism in Kindergarten
Authors:
Sofia
Dermendhzieva
Sout-West University of Blagoevgrad, Bulgaria
Daniela
Tasevska
St. Cyril and St. Methodius University of Veliko Tarnovo, Bulgaria
Gergana
Dyankova
Neofit Rilski South-West University of Blagoevgrad, Bulgaria
Pages:
53-
73
DOI: https://doi.org/10.54664/UOQN2526
Abstract:
The theoretical formulations, analyzed in the study, and the proposed applied model for game technology in the implementation of the educational process in kindergarten, are presupposed by the concept of lifelong learning as a platform of modern educational environment and as a factor promoting the professional development of children’s teachers. Classical theories on the specifics of the psychosocial development of the child’s personality in preschool age are analytically discussed in view of the process of individual growth, and of the influence of emotional and behavioural manifestations in 3–7-year-old children. Special emphasis is placed on the topic of the game mechanism as a form and means of educational policy in building key competencies in preschool children. The causal relationships between the child’s natural needs for self-realization, self- expression, and self-determination, as well as the game and cognitive educational space in the kindergarten stand out, caused by the ten psychological components characteristic of the game mechanism.
Keywords:
preschool age; psychosocial tasks of child development; game mechanism; pedagogical interaction in kindergarten
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