Учет особенностей игр детей с новыми цифровыми (мультимедийными) объектами при разработке программ дошкольного образования

Культурно-историческая концепция уделяет много внимания месту игры в детском развитии и ее связям с конкретными историческими формами развития. Данная статья рассказывает об исследовании, в рамках которого была предпринята попытка осмысления меняющихся контекстов детского развития в культурах цифрового потребления, а также последствий этих изменений для программ дошкольного образования. С этой целью были сделаны видеозаписи пятерых детей из детских садов г. Мельбурн (Австралия) в процессе их взаимодействия с различными предметами, от типичных и традиционных до объектов, имеющих непосредственное отношение к цифровому потреблению. Было выявлено, что способы взаимодействия с предметами у детей по большей части совпадали с существующими представлениями об игре. Тем не менее, во взаимодействии детей с традиционными игрушками преобладало решение проблем (problem-solving), в то время как игры, связанные с потреблением, в том числе цифровым, в гораздо большей степени способствовали проявлению имевшихся у детей знаний. В статье делается вывод о том, что перед учителями стоит задача учесть новое представление о роли артефактов, имеющих отношение к цифровому потреблению, в развитии игры в раннем возрасте при создании программ дошкольного образования — и тем самым сделать определенный вклад как в изменение детских садов как культурного феномена, так и в культурное развитие детей в целом.

A central claim of cultural-historical theorising about children's development is that different points in time create different generational contexts for development (Davydov, 1982). In contemporary advanced economies, this changing developmental context is represented by the rise of digital media and enhanced models of consumption (Rideout, Foehr & Roberts, 2010; Marshall, 2010). Many children are now born into social and cultural contexts where they typically engage with digital technologies. These technologies interface with multiple media platforms that support the consumption of items associated with popular culture, such as games, television shows and associated products (Calvert, 2008).

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