Psychological and pedagogical assistance to preschool children playing mobile games

Problem and purpose. The conditions of psychological and pedagogical assistance to preschool children playing mobile games are discussed in the article. The concept of “a mobile game” is characterized, the major structural components of a mobile game are described, the structure of a mobile game construct is presented. The analysis of pedagogical theory and practice allowed to reveal a contradiction between the requirements of the Federal State Educational Standard for preschool education concerning the development of preschool children mobile activity, on the one hand, and some problems in making use of the mobile game potential, on the other. The purpose of the article is to disclose the necessary conditions of psychological and pedagogical support to preschoolers engaged in a mobile game. The methodology of the research is based on the analysis and generalization of the normative-legal documents used in the sphere of preschool education as well as scientific research works by specialists on the problem of organizing mobile games for preschoolers. The results. On the ground of the research of the problem of psychological and pedagogical assistance the author of the article characterized the concept of “a mobile game”, described the major structural components of a mobile game, presented the structure of a mobile game construct, revealed the conditions of adequate psychological and pedagogical support to preschool children playing mobile games. The author also demonstrated the specific character of the structural components of a mobile game (the plot, mobile actions aimed at achieving the result, the rules and the subject of the game). The research described in the article suggests a clear-cut set of the demands for a proper organization of a mobile game (lining up the participants before the beginning of the game, choosing a convenient place for the participants to get together and listen to the explanation of the rules of the game, distributing the responsibilities among the participants, marking the game field, handing out and collecting the attributes of the game). The psychological and pedagogical assistance also presupposes taking into account such peculiarities of arranging and holding mobile games as explaining the essence of the game, conducting the game, giving commands and signals to the participants, monitoring the physical load factor. In the article the author suggests a construct of a typical mobile game (the subject of the game, the rules, the roles distribution, game actions, the scheme). Conclusion. The system of the conditions suggested in the article for the psychological and pedagogical support in the course of the mobile game will allow pedagogues to effectively organize their work targeted at developing motor activity of preschoolers.