Pedagogical capibilities of educational and game technologies for implementation in the educational process of primary school

The study clarifies the pedagogical capabilities of educational and gaming technologies for use in elementary school. It is shown that the use of educational and gaming technologies as a means of vocational training for future primary school teachers and the readiness for their use in professional activities with junior pupils is based, firstly, on a competent approach; secondly, it provides an opportunity to overcome the essential difference of educational tasks from the tasks of the professional activity of the teacher through the game; thirdly, contributes to the harmonization of the relations of participants in the game interaction; fourth, reveals the potential of the game as an effective means of organizing pedagogical tests of the future teacher. The selection of the most effective gaming technologies has been carried out. The drawbacks and difficulties with which a teacher encounters using educational game technologies are revealed. It is proved that educational game technologies require, on the one hand, the provision of the "inclusion" of the subject in game activity, and on the other hand, they can further ensure this "inclusion" and the experience gained in the process of future professional activity in elementary school. When using educational-gaming technology, it is not so much a direct analogy with pedagogical activity as its socio-psychological meaning. Educational game technology, being quasilient, occupies an intermediate position between the educational-cognitive (at the university) and the educational-practical (in school) types of activities and acts as the final stage of assimilating the content of future professional activity, in the first place, its methodical aspect, to future teachers of primary schools.