In the article, the question is raised whether human knowledge, abilities, emotions and socialization are capable of shaping social structures according to the idea of multiculturalism (which faces a critical situation), introducing the humanistic quality to the principles of coherence and integration. With my own research results in the background (diagnostic polling and individual interviews), integration and identity are presented as strategies determined by aims, subjects (players) and profits (rewards). What has been indicated is the idea worth promoting in the field of pedagogy, in educational institutions and in whole societies, i.e., shaping the culture which re-builds the real power of group life. The postulate to shape such culture in multicultural communities is very hard to implement, but not impossible. The presented results of the studies conducted on a specific group of young Europeans – the participants of a short-term international voluntary workcamp – indicate and illustrate the development of cognitive functions, motivation and interactive activity of kindness- based character.
The interpretative tracks and motifs for the obtained results are sought in K. Illeris’s holistic concept of learning and in other theories of various origin, not much known in the field of pedagogy: H. Simon’s concept of bounded rationality and R. Aumann’s theory of repeated games (otherwise called the theory of “conflict and cooperation” or “interactive decisions”). Applying two different approaches into the discussed issues – the theoretical and empirical, detailed and partially generalized approach – is cognitively interesting and useful in the practical dimension. This might help both to specify the stimuli which cause the evolution of human attitudes and strategies of acting and to design and organize education.

The aim of this research was to examine whether the development of cognitive abilities of students can be encouraged under the influence of didactic games. The research was conducted on a sample of 163 first grade primary school pupils and an experiment with parallel groups was applied. The results obtained have shown that there is a statistically significant difference (r=0.000 < 0.05) between the achievements of the experimental and control groups in recognizing, naming, abstracting, forming and defining geometric shapes. Hence, this proved that the possibility of applying this approach at the beginning of schooling should be considered.

The popularity of games, both computer ones and those with a board, does not surprise anyone these days. They are played by both youngest children as well as adults. It may thus be worthwhile to introduce games into academic education as one of educational activities. For thanks to a game, one can better understand a given problem, actively participate in its resolution, but also study material from a given lesson unit. Whether educational games work out as tools in educating students and whether they can be recommended to learners at the primary level of education - it will turn out in the further part of the article. Our intention is to carry out an experiment in which we wish to compare two groups of students, one of which (the experimental group) is using games during their classes, whilst the other one (the control group) is not using such games and acquires material in the traditional form.

Pedagogical Principles of Formation of Ideas About the Profession in Preschool Children

The article defines the essence of the concepts of «profession », «labor education», and pedagogical principles of the process of forming ideas in preschoolers, analyzes the essence and content of pedagogical work on the formation of ideas about professions in preschool children in preschool education. According to domestic and modern sources, it is proved that the formation of preschoolers’ ideas about professions is based on the organization of games, modern forms and methods of organizing the educational process in preschool education, family involvement in the formation of knowledge and experience of different professions. Arguments and scientific evidence of the theory that labor education is a component of preschool education and an element of acquaintance of preschoolers with work, which contributes to the effective formation of preschoolers’ ideas about the profession. The article covers the tasks of labor education and acquaintance of preschoolers with professions, work of adults. The solution of the set tasks is effective only on the condition that the formation of ideas about the profession will be carried out from the first years of the child’s life. In the process of revealing the content of labor education as an element of the process of acquainting preschoolers with professions, two aspects are taken into account: the acquisition of knowledge, the transformation of knowledge into attitudes. It is noted that in preschool the child shows a tendency to any occupation, and this tendency in the future may turn into professional activities, so in preschool education it is necessary to conduct career guidance work in classes, entertainment, other forms of preschool activities and in everyday life. The prerequisite for becoming a child as a professional is the formation of independence in preschoolers. It is proved that in today’s conditions it is necessary to form in preschool children knowledge about modern professions, which is a problem of education because children mostly have knowledge about the professions of parents and other family members. In the process of forming preschoolers’ ideas about professions, it is important to move away from outdated forms and methods of work, use the activity approach, the approach of «learning through play», and teachers who go to work with children should be retrained, improve their work taking into account modern children. In order to effectively acquire knowledge about the profession, the teacher must implement new innovative technologies of preschool education, be a partner for the child, a consultant, help the student to understand the world around him.

The study represents a chapter in the book called Study on Theory and Methodology of the Game. Readers are presented with the meaning of a game and educational experience in the society, which is often labelled as post-modern. The study aims mainly at future teachers and there are examples of games accompanied by the methodology analysis in the book.