defeated in the game or injured. In this way preschooler gets knowledge of how to
show empathy, do not be indifferent to failure of his or her mates.
Active games play a very important role in the physical development of the
child, as they teach discipline and the ability to play by the rules, but also help to
develop the speed of thought and movement. No less important in them is that what
provides that it provides the effectiveness and positive emotions – the ability to make
relationships.
The most significant in these active games are such relationships as competition
and cooperation game. As a result of the manifestation of these relationships the
process of game interaction gets a differ character. New conditions and new situations
arise in the game constantly and sometimes suddenly. The relationship between a
competition and a cooperation game, the constant interaction of players, changing
of game conditions, tasks, practical actions and efforts are the main features of
active games.
In the process of active games, children can learn:
Collective interaction.
Abidance by rules, discipline, responsibility for the assumed role.
Attentiveness, managing of their emotions through their control.
Ability to calculate their next step and planning.
Understanding others and tolerance to communicate with children.
So active games have huge educational potential, which must be considered by
teachers. They have the most pronounced emotion, and thus are able to use this fact to
create skills to understand themselves and others, to develop important quality of
personality - empathy.
1.3. The active game as a form of empathy in preschool period of childhood.
Game for a child is a way of daily living and a means of identity formation. Ukrainian
psychologist T. Pirozhenko emphasizes that child performs in the game at performs
two functions simultaneously: on the one hand, it performs its role, and on the other -
controls its behavior. Arbitrary behaviour is characterized not only by knowledge or a
example, but also by the presence of monitoring of this example. The game thus reveals
a child's ability to reflexion, which gradually transforms into components of arbitrary,
conscious and internal control. At the end of senior school age in the implementation
of such control the child no longer needs the support of playmates, it becomes more
confident, and the control becomes more stable [9].
K. Gross claimed that the will of the child is begotten and develops in a game with
rules. In fact, the child in a simple game of wizards, which describes K. Gross, in order
not to lose is to escape from the wizard. At the same time a child has to help his friend
and take off the magic. I the wizard touches the child – he or she has to stop. At every
step there is a conflict between the rule of the game and what the participant would
- 234 -