Implementation of Interactive Games for Narrative Writing

Currently, modern schools are focused on individual and interpersonal approaches to each child. The school needs such an organization of its activities that would ensure the development of abilities and a creative attitude to the life of each student, the introduction of various innovative curricula, and the implementation of the principle of a humane approach to them. 

The modern school has an urgent need to expand the methodological potential in general, and inactive forms of education in particular. Such active forms of learning include interactive games. Gaming effectiveness as a means of personality development is especially pronounced in primary school age.

When school children become students, the main activity they have to do in university is writing narrative essays and other specific papers. And, for lots of them, it is a big challenge. That is the reason why very often they apply to pro essay writing services like CustomWritings in order to get a custom-written paper and receive a good grade. Such a service is very popular among students nowadays. 

An interactive game is another exceptional way of learning. Entertaining the conditional world of the game positively and emotionally colors the unrelieved action of assimilation or consolidation of information, and the emotional actions of the game activates all the processes and functions of the child’s psyche. The next positive aspect of the game is that it contributes to the application of a new type of knowledge, so, the materials acquired by students pass through a kind of experience and bring interest and diversity to the educational process. 

In the game, a child is an author, performer, and almost always a creator, experiencing feelings of admiration, a pleasure that frees him from disharmony. It is at the same time a developing activity, principle, method, and form of life, a zone of socialization, security, self-rehabilitation, cooperation, community, and co-creation with adults. The game develops writing skills as well which is too necessary for narrative writing. 

The Role of Interactive Games in Writing Skills Development

Today, more than ever, the responsibility of society for the schooling of the younger generation is widely recognized. The transformation of general education and vocational schools aims at using all the opportunities and resources to increase the effectiveness of the educational process.

The emotionality and excitement of the game, the opportunity to become a hero and survive real adventures together with peers provide an attractive game for school children. Interactive games are the most accessible type of activity for children, a way of processing impressions received from the outside world. The game clearly shows the characteristics of the child’s thinking and imagination, his emotionality, activity, and the developing need for communication.

An interesting game increases the mental activity of the child, and he can solve a more difficult task than in the classroom. But this does not mean that classes should be held only in the form of a game. It’s the only one of the methods, and it gives good results only in combination with others: observation, conversation, reading, and others.

The game refers to an indirect method of influence: the child does not feel himself as the object of influence of an adult, and is a full-fledged subject of activity.

The game is closely connected with the development of personality, namely during its particularly intensive development in childhood, it acquires special significance.

Types of Interactive Games and Their Classification

Each type of game performs its function in the development of the child. The blurring of lines between amateur and educational games that is observed today in theory and practice is unacceptable. In primary school age, three classes of games are distinguished:

  • games that arise on the initiative of the child – amateur games;
  • The games, arising on the initiative of an adult, introduce them with educational purpose;
  • games that come from the historically established traditions of the ethnos – folk games that can arise both on the initiative of an adult and older children.

Each of these classes of games, in turn, is represented by types and subtypes.

So, the first class includes a game – experimentation and amateur games, plot-educational, plot-role, directing, and theatrical. This class of games seems to be the most productive for the development of intellectual initiative, and the creativity of the child, which are manifested in posing themselves and others playing new game tasks.  It is games that arise on the initiative of the children themselves that most clearly represent the game as a form of practical reflection on the material of knowledge about the surrounding reality of significant experiences and impressions associated with the child’s life experience.

The second class of games includes educational games (didactic, subject-didactic, and others) and leisure games, which include games-fun, games-entertainment, and intellectual.

The third class of games is traditional or folk. Historically, they underlie many games related to learners and leisure activities. The subject environment of folk games is also traditional. They themselves are more often represented in museums, rather than in children’s groups.

So, now you can see that interactive games really help in gaining skills in narrative writing.