Content introduction

1.4 Advantages of the playing method
The game's goals are more in line with what children actually need on a daily basis. This kind of education eliminates the discrepancy between an academic subject's abstract nature and the actual nature of a professional activity, the systematic nature of the knowledge that is used, and their affiliation with various disciplines. They can link their level of understanding to a broad range of topics thanks to this strategy. The game establishes the order of events, allots time for socializing, and gets players ready for business dialogue. The game element encourages pupils to participate more actively. The game provides a ton of feedback and is more educational than conventional approaches. Stereotypes are dispelled thanks to the set of professional activities generated by the game. The game reveals the entire psyche, whereas conventional methods presume that the intellectual sector is dominant. The inclusion of reflective processes is sparked by the method, which also offers a potential interpretation and comprehension of the findings. Compared to experience earned from professional activities, experience gained via games may be even more beneficial.


1.5 Characteristics of the main types of games, their classification, and structural elements
It is difficult to play a game with specified activities. Every kind of game serves its purpose in the process of development. can be separated into two categories. Game experiment and storyline games, story-educational games, subject-role games, and theatrical games make up the first category. This genre of games is the most effective for fostering a child's intellectual curiosity and creativity, which manifest in the production of fresh game challenges and the birth of novel goals and pastimes. [25, p. 12] The second category of educational games includes enjoyment, games, amusement, and intellectual games (didactic and other).
The educational and developmental value of these games is huge. They shape the culture of the game, and help to assimilate social norms and rules, and, they are, the foundation of the amateur game in which students can creatively use the gained knowledge [26, p. 6]
A specific type of game with rules developed by the school for instruction and education is known as an educational game. While they also have an educational and developmental impact on gaming activities, educational games are designed to address specific learning challenges.
Typically, they require the student's ability to decipher, unravel, - to know the subject. The more skillfully a didactic game is made, the more skillfully the didactic purpose is hidden. A schoolboy learns unintentionally, involuntarily playing to handle knowledge nested in a game
Didactic activities pique students' interest in the subject, help us identify and develop each student's unique talents, and encourage mental engagement. A didactic game's worth is not measured by the responses it elicits from kids or by how well it helps each student solve a specific problem.
Didactic activities promote mental engagement, help us find and nurture each student's individual skills, and ignite students' interest in the subject. The effectiveness of a didactic game is not determined by the reactions it evokes from children or by how well it aids each student in resolving a particular issue.
* Objectives
Educational:

• 
  To promote lasting student assimilation of educational material
  
• 
  To promote the expansion of students’ horizons s through the use of additional sources
  

Developing:

• 
  To develop students' creative thinking
  
• 
  To promote the practical application of skills acquired in the classroom
  

Educative:

• 
  To raise moral attitudes and beliefs
  
• 
  To encourage the upbringing of self-developing and self-fulfilling individual
  

The didactic game has a certain structure that characterizes the game as a form of learning and playing activities. There are the following structural components of the didactic game:

• 
  didactic task;
  
• 
  gaming activities;
  
• 
  rules of the game;
  
• 
  result;
  

The training objective and educational impact decide the didactic task. A teacher created it, and it showcases its instructional endeavors [28, p. 26]. Children carry out the gaming assignment. A game problem serves as the vehicle for implementing the didactic task in a didactic game. It determines a child's gaming habits.
The gaming action is the basis of the game. The more diverse gaming activities, the more fun for children and the game itself more successfully deals with cognitive and game problems
In various games, gaming activities are different in their orientation concerning the players. This, for example, role of, guessing riddles, spatial transformation, etc. They are connected with the game plan and come out of it. Gaming activities are a means of implementing a game plan, but also include activities aimed at fulfilling the didactic task.
Gaming activities include both those intended to complete the pedagogic task as well as those that are a means of carrying out a gaming plan. We need to use distinct and clear imagery in the lesson. Students learn a verbal language without any real-world applications if they do not see the pictures, and this language is rapidly forgotten. Like no other technology, game-based training formats enable the employment of many motivational strategies.
Motives for communication:

• 
  Students who are jointly solving problems, participating in the game, learning to communicate, and considering the opinions of colleagues
  
• 
  In the game, for the solution of collective tasks students use their different capabilities. Children in practical activities realize the usefulness of the experiment and think quickly and work well
  
• 
  Joint emotional distress during the game helps to strengthen interpersonal relationships motives
  
• 
  In the game, each student can express themselves, their knowledge, skills, character, endurance and stamina, and their attitude towards work and people motives:
  
• 
  Each game has a similar result (end of a game) and stimulates the student to achieve the goal (victory) and awareness towards the goal (to know more than others).
  
• 
  In the game the team or individual pupils are initially equal (no standouts and weak students, there are players). The result depends on the player, the level of preparedness, ability, endurance, skill, character
  

Learning the game, which was previously impersonal, now has personal values.
Success provides a suitable environment for the emotional growth of cognitive interest. Failure is not seen as a personal loss but rather as a loss in the game, which encourages thought (revenge) [31, p. 23].
Adversarial - an integral part of the game - is attractive to children. The pleasure derived from the game creates a comfortable condition in the classroom and enhances the desire to learn the subject.
The rules of the game their content and their focus are driven by common
tasks - the formation of personality, cognitive content, game challenges, and game action.
In a didactic game, rules are provided; using the rules, the teacher can influence the game, the students' cognitive processes, and their conduct. The rules have an impact on how the didactic activities are chosen as well; they subtly restrict the students' actions and focus their attention on a particular task related to a certain subject. Since a game has a teaching, organizational, and disciplinary nature, the ability to regulate there and relate them to the actions of other players is developing [32, p. 62–63].
Rules must be used carefully, so as not to overload the game, but to use only the necessary ones. The introduction of many of the rules, and the performance of their enforcement leads to negative results. Excessive discipline decreases interest in the game and even destroys it, and sometimes causes a cunning ploy to avoid compliance with the rules to offer games to students. The main task in the proposal of the game is to initiate interest in it, in such a formulation of the question, when the same goals and desires of the student teacher. Gaming receipt of proposals may be an oral or written character. The proposal includes an explanation of the game rules and technology of operations. Explanation of the game is a very responsible moment. The game should be explained briefly and accurately immediately before the start of In the explanation there is the name of the game, the story of its content, and an explanation of the primary and secondary rules, including the distinction of playing, the explanation of the value of game accessories, etc. [33, p. 28]to divide the class into groups and how to distribute roles between the players. A game collective is usually called a collective of children, created for the games. As we know, some games do not require division into groups and team games. Dividing the collective requires compliance with ethics, accounting, affections, sympathies, antipathies
We comprehend the change in player positions, the intricacy of the game's regulations, the change in the environment, an action-packed game, etc. while a game situation is developing under such conditions. As long as no one knew until the very end of all possible actions, the participants are socially engaged and performing their necessary game functions. That is how the game's interest and enjoyment are generated. [34, p. 5-12]
The basic principles of the game:

• 
  The lack of any form of coercion in engaging students in the game.
  
• 
  The principles of game dynamics.
  
• 
  The principles of maintaining the game atmosphere (keeping the real sense).
  
• 
  The principles of the relationship game and non-game activities. For teachers, it is important to transfer points in the main game action to the real-life experiences of students.
  

The principles of the transition from simple games to complex gaming forms. The logic of the transition from simple to complex games is associated with the gradual deepening of the diverse content of games and rules - of the game state to game situations, from imitation to the gaming initiative from the local game - a game-complexes from the age of games - to irrevocable "eternal" Summing up - the result is fed immediately after the game. This may be scoring, identification of students who met playing better job, the definition of the winning team, etc. It should be noted the achievements of each student, to emphasize the successes behind them should keep the structural elements during a game. Since it is with their help we solve teaching problems. Game objectives, actions, rules, and game results are interrelated, and the absence of at least one of these components is violating its integrity and reduces educational impact. [35, p.55]
The relationship between students and teachers is not determined by the situation, but by the play. Students and teachers are members of one game. In case this condition is violated, the teacher takes the path of direct instruction.
Only students can play didactic games; for adults, they are a method of education. The goal of didactic games is to ease and gradualize the transition to the learning objectives. The following can be used to formulate the fundamental purposes of educational games:
The function of a sustainable interest in learning and stress relief;
The formation of psychic growth ;
The function of the formation of training activities;
The function of the formation of skills, the experience of self-work;
The function of developing skills of self-control and self-esteem;
The function of forming relationships and developing appropriate social roles.
Didactic game is a complex, multifaceted phenomenon.
To organize and conduct educational games, we need the following conditions:
The presence of a teacher's specific knowledge and skills about teaching games;
The expressiveness of the game;
The need to include teachers in the game;
An optimal combination of entertainment and learning;
means and ways to improve students' emotional attitude to the game, must be seen not as an end in itself but as a path leading to the fulfillment of teaching objectives;
Used in the didactic game visual aid should be simple, accessible, and capacious.
The problem's didactic nature underlines the game's learning potential and the way its content is tailored to the growth of cognitive function. Unlike how the problem is directly formulated in the classroom in a didactic game as it occurs and the student of the game problem. The significance of educational games is that they encourage independence. It is essential to teach gaming activities. The game only assumes a training character and becomes meaningful under this circumstance. A trial version of the game is used for training.
Successful management of didactic games, above all, provides for the selection of their program content, a clear definition of objectives, a definition of the role and place in the whole educational process, and interaction with other games and forms of learning. [36, p. 2-25]
In the course of the lesson, instructional games are played as a type of training. These two types of learning must be balanced properly, and their relationship and location within a single pedagogical process must be established. Didactic games are occasionally played before studies; in this instance, their goal is to pique students' interest in the lessons' subject matter. When it is necessary, the game may alternate with class time to help students arrange their own learning activities, summarise their understanding of the subject matter, and synthesize what they have learned. [37, p.576.]