GAME AS A MECHANISM FOR INTENSIFYING THE DEVELOPMENTAL CORRECTION PROCESS IN ALPHA GENERATION CHILDREN: DISCUSSION POINTS AND PROSPECTS FOR SOLUTION
DOI:
https://doi.org/10.31392/UDU-nc.series19.2025.48.24Keywords:
game-based mechanism, Alpha generation, special education, interactive technologies, game competenceAbstract
In contemporary pedagogical research, play is increasingly viewed not only as a methodological tool or form of leisure but as a key component of the educational process, particularly in the context of emerging technologies such as edutainment and gamification. The aim of this article is to substantiate the potential of play as a mechanism for enhancing the effectiveness of correctional and developmental work with children of the Alpha generation, taking into account the findings of studies on neurotypical child development and modern approaches to interactive learning.
Based on the analysis of materials from scientific conferences devoted to innovative educational practices, it is hypothesized that play can serve as an environment for implementing correctional influence, facilitating not only the compensation of psychophysical disorders but also the development of positive motivation for growth. In this paradigm, play is not reduced to a didactic tool but becomes integrated into the structure of the child's personally meaningful activity.
At the same time, it is emphasized that the psychophysical and socio-emotional characteristics of Alpha generation children remain insufficiently studied. The lack of empirical data complicates the adaptation of correctional programs for children with special educational needs in the context of a dynamic technological transition to new digital environments (particularly the anticipated development of the NeuroNet).
Addressing these challenges requires the development of modern theoretical and methodological foundations for integrating real, augmented, virtual, and cloud-based games into the correctional process, as well as the advancement of game competence among educators and children with developmental disorders. A pressing task is the implementation of systematic scientific research in Ukraine, which would form a basis for improving the national strategy of support for children with developmental impairments. This, in turn, will foster the development of a national approach to play as a correctional resource and contribute to the clarification of the relevant terminological framework.
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