Georgy Gerkushenko and Svetlana Sokolova analysis (60%) instead of intrinsic one based on children’s play development (40%). The list of reviewing criteria consisted of following statements:
40% of respondents marked the interesting plot of a game as the criteria for game evaluation;
35% used as the criteria the colorful of a game picture;
60% of teachers put on the first place the learning potential of a game: the mathematic skills development, language learning etc.
25% were oriented on the possibilities of several children’s communication during evaluated games playing;
15% of teachers paid attention to possibilities of changing game components like plot, environment or game heroes according to children’s imagination.
On the third stage of experiment we added the guidance service for teachers‐participants of the research. We organized kindergarten teachers’ learning community on the base of Volgograd Socio‐Pedagogical University in the International Center for the Childhood and education to achieve the collective analysis of existing situation with game‐based kindergarten learning. The community included more than 50 teachers. Teachers were divided into several work groups for working on creation the data for scaffolding of children’s play development by using computer games. Each group should continue analyzing previously chosen developmental computer games for 5‐7 years old children. The groups were organized according to the working place of its participants. Each group presented one kindergarten and consisted of 5 teachers. Before started the group work we organized a workshop where discussed with teachers the play theories and in brainstorming way teachers tried to formulate and then discuss the common list of principal ways in which computer games could influence children’s psychological development. Aiming to help kindergarten teachers in games evaluation we made a table of helpful criteria for choosing developmentally appropriate games. Making the table we took in mind the main characteristics of play development: general characteristics of play, and theories of play (Table 4). The table had a mission to help teachers avoid the extrinsic approach to computer games choosing. Table 4: Criteria of choosing computer games for children Characteristics of play Play is a spontaneous, self‐initiated and self‐regulated activity. Play includes a dimension of pretend.
Play consolidates learning that has already taken place while allowing for the possibility of new learning in a relaxed atmosphere.
In play children achieve a mental representation of social roles and the rules of society.
Criteria for teachers This computer game allows children to freely engage in play. It provides a freedom of choice. This computer game allows children to create their own scenarios, rules and characters of the play. This computer game enables children acting in an imaginary situation? This computer game has the potential to develop new concepts and skills. What are the concepts and skills? This computer game allows for and nurtures the active participation of the child. This computer game engages the child in problem‐ solving and self‐discovery. This computer game involves and develops use of symbolic meaning. This computer game provides children with an opportunity to act out and explore the roles and rules of functioning in adult society. This computer game allows for group work and collaboration?
The teachers presented the results of collective research on monthly seminars and shared ideas in web activity on the internet page of the International Center for the Childhood and education. Each seminar topic concerned one play characteristic and corresponding criteria of computer games analysis. The groups were mixed and consisted of teachers who worked with computer software in their classrooms and who did not use any software before the experiment. The results of teachers’ researching activity are presented below.
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