Empirical Substantiation of Organizational and Pedagogical Conditions for the Integration of Play Activity of High School Age Children in the Learning Process

The article discusses the problem of substantiating the ways of integrating the play activity of children of high school age into the learning process in a modern educational organization. The analysis of research on this topic is presented. The article reveals the actual purpose of the study – to identify and substantiate the organizational and pedagogical conditions that contribute to the effective integration of the play activity of children of senior school age into the learning process. Empirical: the method of observation, diagnostic methods: the method of studying the motivation of learning in grades 5–11 by N.V. Kalinin, M.I. Lukyanova (version for grades 10–11); the questionnaire ‟Style of self-regulation behavior” (V.I. Morosanova's method); diagnostic tools from control and evaluation tasks for measuring meta-subject educational results (Student's t-test, χ² criterion); formative pedagogical experiment. To assess the level of engagement, a questionnaire of ‟markers-indicators” has been developed. The study was carried out on the basis of MBOU Secondary School No 1 in Timashevsk and MAOU Secondary School No 2 of Bryukhovetskaya Station. The sample consisted of 75 people in the experimental and 62 people in the control groups based on grades 10 and 11. It is shown that the integration of play activity of older adolescents in the learning process will be carried out most effectively when special organizational and pedagogical conditions are created. Their experimental substantiation is given. The data obtained demonstrate a steady trend towards an increase in the involvement of high school students in play activities in the learning process. The relevance and multifunctionality of play activity in educational practice and in the psychological development of older adolescents is confirmed. The identified and tested organizational and pedagogical conditions made it possible to successfully integrate play activity in the process of their learning.