Аннотация
Введение. Авторами показывается актуальность использования и разработки компьютерных приложений для детей дошкольного возраста с целью развития регуляторных функций. В работе впервые представлен обзор зарубежных исследований, посвященных компьютерным игровым методам развития регуляторных функций.
Теоретическое обоснование. В статье описывается модель регуляторных функций А. Мияке, а также культурно-исторический подход, на который опирались авторы при проведении теоретического исследования.
Результаты. Данный раздел включает рассмотрение основных причин популярности использования и разработки развивающих компьютерных игр и их преимуществ перед стандартными методами: наличие данных о развивающем эффекте существующих игр, о положительном влиянии такого формата тренировочных заданий на мотивацию, возможность гибко адаптировать игру под уровень тренирующегося и более высокая экологичность выполняемых заданий. В обзоре проанализированы существующие программы и приложения по развитию регуляторных функций у детей дошкольного возраста, требующие участия родителей или воспитателей в процессе тренировки, а также направленные на организацию взаимодействия сверстников. Также в статье рассмотрены основные принципы создания развивающих игр, способных не только адаптироваться к уровню развития пользователя, но и поддерживать необходимую мотивацию во время тренировки регуляторных функций. В исследованиях, посвященных созданию развивающих видеоигр, подчеркивается значение заучивания испытуемым определенных наборов действий и применение их в соответствующей ситуации для развития памяти и процессов торможения, а также значимость заданий на скорость для развития когнитивной гибкости.
Обсуждение результатов. Авторы сопоставляют проанализированные разработки в области компьютерных игровых методов и выделяют наиболее значимые черты, способные оказывать развивающее воздействие на регуляторные функции в дошкольном возрасте, что может стать основанием как для оценки уже имеющихся приложений, так и для разработки новых компьютерных видеоигр, направленных на развитие регуляторных функций.
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Almazova O. V., Bukhalenkova D. A., Veraksa A. N. Proizvol'nost' v doshkol'nom vozraste: sravnitel'nyi analiz razlichnykh podkhodov i diagnosticheskogo instrumentariya. Natsional'nyi psikhologicheskii zhurnal – National Psychological Journal, 2016, no. 4 (24), pp. 14–22 (in Russian).
Diamond A., Lee K. Interventions shown to aid executive function development in children 4–12 years old. Science, 2011, V. 333, pp. 959–964.
Lehto J., Juujarvi P., Kooistra L., Pulkkinen L. Dimensions of executive functioning: evidence from children. The British Journal of Developmental Psychology, 2003, V. 21, pp. 59–80.
Mondéjar T., Hervás R., Johnson E., Gutierrez C., Latorre J. M. Correlation between Videogame Mechanics and Executive Functions through EEG analysis. Journal of Biomedical Informatics, 2016, V. 63, pp. 131–140.
Luriya A. R. Osnovy neiropsikhologii [Neuropsychology Foundations]. Moscow, Akademiya Publ., 2002. 128 p.
El'konin D. B. Psikhologiya igry [Psychology of game]. Moscow, Pedagogika Publ., 1976. 304 p.
Luciana M., Nelson C. A. The functional emergence of prefrontally-guided working memory systems in four to eight year-old children. Neuropsychologia, 1998, V. 36 (3), pp. 273–293.
Sastre-Riba S. Early development and learning conditions: the role of the executive functions. Revue Neurologique, 2006, V. 42 (2), pp. 43–51.
Vygotsky L. S. Play and its role in the mental development of the child. In: Psikhologiya razvitiya rebenka [Psychology of child development]. Moscow, Smysl Publ., Eksmo Publ., 2004, pp. 200–235.
Axelsson A., Andersson R., Gulz A. Scaffolding executive function capabilities via play-&-learn software for preschoolers. Journal of Educational Psychology, 2016, V. 108 (7), pp. 969–981.
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