St. Petersburg State University applied linguistics. The influence of the game on development

Department of Mathematical Linguistics, St. Petersburg University

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Department of Mathematical Linguistics Faculty of Philology St. Petersburg State University(established in 1962) - graduating department for students of the department of applied linguistics SPbSU, the oldest branch of this profile in Russia.

Story

In connection with the advent of electronic computers and, as a consequence, the need to connect linguistic and computer knowledge, V 1958 At St. Petersburg (Leningrad) State University, the first department of structural and applied linguistics in our country was opened (now the department of experimental, applied and mathematical linguistics), on the basis of which four years later the department of mathematical linguistics was created.

Over the years of its existence, the department has trained more than 750 specialists. Among them are not only Russian students, but also students who came on referrals from universities in all the republics of the former Soviet Union And foreign countries. Hundreds of graduate students from the most different cities country and world. Department staff support close relations with foreign universities, where they actively teach as guest lecturers.

Personalities

Scientists of the Leningrad scientific school played a huge role in the development of mathematical linguistics in Russia. Among them were representatives of both science and humanities fields:

Secretary of the department - Victoria Igorevna Rubiner.

Working today

• I. V. Azarova
• E. L. Alekseeva
• S. St. Volkov
• A. O. Grebennikov
• A. S. Grotseva
• A. V. Degteva
• A. V. Dmitriev
• T. I. Dubinina
• L. A. Zakharova
• T. I. Zubkova
• D. M. Mironova
• O. V. Mitrenina
• O. A. Mitrofanova
• N. G. Mikhailova
• A. S. Mukhin
• I. S. Nikolaev
• M. N. Nikolskaya
• I. P. Pankov
• E. A. Rogozina
• V. I. Rubiner
• T. G. Skrebtsova
• D. A. Stolyarov
• O. A. Timofeeva
• M. V. Khokhlova

Activities of the department

Areas of research of the department

Research work

• Computer thesaurus RussNet;
• Formal and grammatical description of the Russian language;
• Corpus linguistics and automation of lexicographic work;
• Methods and procedures for automatic thematic attribution of text;
• Generative Grammar;
• Cognitive Linguistics;
• Frequency dictionaries literary prose;
• St. Petersburg corpus of hagiographic texts SKAT;
• Database “Russian and Baltic-Finnish toponymy »;
• Electronic anthologies (“Russian sonnet", "Russian story of the 19th-20th centuries." and etc.).
• The Department of Mathematical Linguistics is the organizer of the regular international conference “Corpus Linguistics”, the scientific and practical seminar “Corpus and Computer Linguistics” (together with the Institute of Linguistic Research of the Russian Academy of Sciences).

Collective and contractual research and databases

• Automated text processing system "Linda" (head - G. Ya. Martynenko)
• Algorithm for automatic reduction of verb forms to the canonical dictionary form (supervisor - V. D. Butorov).
• Algorithms for translating queries from limited natural languages ​​into information language (supervisor - V. D. Butorov).
• Invariants of supersegmental characteristics of utterances and their use in automatic speech recognition systems (supervisor - V.V. Bogdanov).
• Linguistic support for automated information retrieval systems for steels and technical means navigation (head - A. S. Gerd).
• Methods and procedures for automatic thematic attribution of text (head - A. S. Gerd.).
• Multilingual terminological dictionary for industrial pipeline fittings (managers - A. S. Gerd, M. A. Marusenko, V. F. Ryumina).
• Development of information retrieval system for metallic materials (headed by S. Ya. Fitialov).
• Detection and correction of spelling errors.
• Frequency analysis of Russian letter combinations for comparative assessment of shorthand systems.
• Anthology " Onegin stanza ».
• Anthology “Russian Elegy”.
• Anthology “Russian short story of the 20th century”.
• Anthology “Russian Sonnet”.
• Old Russian literature. Russian hagiography.
• Russian and Baltic-Finnish toponymy.
• Russian colloquial speech of the Arctic.
• Database on the material culture of the Russian people.
• The department participates in the creation of individual parts of the machine fund of the Russian language (namely, the illustrative, textual and terminological fund).

The department prepared the first fundamental textbook in our country for universities, “Applied Linguistics” (St. Petersburg, 1996), systematically presenting all the main problems and methods of modern applied and mathematical linguistics.

In collaboration with the Department of Russian Language, programs are being created for the preparation of word indexes, concordances and reverse dictionaries for monuments of ancient Russian literature ( A. S. Gerd, E. L. Alekseeva, I. V. Azarova, S. A. Averina).

Together with the Institute of Russian Literature ( Pushkin House) research is underway on the automatic attribution of anonymous and pseudonymous literary texts (M. A. Marusenko).

The department actively and fruitfully cooperates with RGPU named after. A. I. Herzen(Prof. R. G. Piotrovsky, Prof. L. N. Belyaeva) in the field of studying problems of machine translation, including from “rare” ( Hebrew, Finnish, Arabic, etc.) languages.

The department held a number of interuniversity symposia on current issues of modern applied linguistics, including:

• “Problems of scientific and technical lexicography”;
• "Automation scientific research in the field of philological sciences":
• “Language levels and automatic text processing”;
• “The use of computers in literary criticism”;
• "Descriptor thesauri for IPS”, etc.

Scientists of the department actively conduct individual research, which is reflected in large quantities published in last years monographs.

Graduates of the department work in leading domestic and foreign research laboratories and industrial companies engaged in computer processing of natural languages.

Scientists of the department work in the field of automatic text processing in different languages, linguistic semantics, syntax, modeling theory, terminology, automatic lexicography, stylometry, automatic text attribution, quantitative linguistics. The department is a recognized center of structural, applied and mathematical linguistics in Russia.

Publications

Collective collections and monographs

• Applied linguistics. Ed. A. S. Gerda. Textbook. - St. Petersburg, 1996.
• Structural and applied linguistics. Ed. A. S. Gerda. Vol. 1. - L., 1978. - Issue. 5 - St. Petersburg, 1998. (publication continues)
• Azarova I.V., Gerd A.S. Dictionary of hydronyms of the South-Eastern Ladoga region: Svir River basin. - St. Petersburg, 1997.
• Bogdanov V.V., Butorov V.D., Gerd A.S., Romenskaya V. F. Information retrieval thesaurus on steels: Manuscript. Register. No. 0478. VINITI AS USSR. - 1975
• Gerd A.S., Mikhailova N.G. et al. Information retrieval thesaurus for technical means of navigation. - L., 1981.
• Frequency dictionary Russian language. Ed. Zasorina L.N. - M., 1977.
• Azarova I. V., Gerd A.S., Kuznetsova E. L. The language of Russian hagiography of the 16th century: Experience of automatic analysis. Vol. 1 - L., 1990. - Issue 2 - St. Petersburg, 1992.
• Vocabulary and word formation in Russian hagiographic literature of the 16th century. - St. Petersburg, 1993.
• Lexis and morphology in Russian hagiographic literature of the 16th century. - St. Petersburg, 1996.

Monographs

• Bogdanov V.V. Speech communication: Pragmatic and semantic aspects - L., 1990.
• Bogdanov V.V. Semantic-syntactic organization of a sentence - L., 1977.
• Bogdanov V.V. Text and text message - St. Petersburg, 1993.
• Gerd A.S. Introduction to ethnolinguistics - St. Petersburg, 1999.
• Gerd A.S. Nominal declension in Slavic languages XI-XIV centuries: Linguistic and statistical analysis. - L., 1974.
• Gerd A.S. Fundamentals of scientific and technical lexicography - Leningrad, 1986. *Gerd A. S., Lindberg G. U. Dictionary of the names of freshwater fish of the USSR in the languages ​​of the peoples of the USSR and European countries. L., 1972.
• Gerd A.S., Lindberg G.U., Russ T.S. Dictionary of the names of marine commercial fish of the world fauna - L., 1980.
• Grebennikov A. O. Frequency dictionary of stories by A. P. Chekhov. - St. Petersburg, 1999.
• Greenbaum O. N., Martynenko G. Ya. Russian sonnet and the “golden proportion” of rhythm. - St. Petersburg, 1999.
• Greenbaum O. N., Fitialov S. Ya. Informatics. Elements of programming theory. - St. Petersburg, 1997.
• Greenbaum O. N. Harmony of strophic rhythm in the aesthetic-formal dimension. - St. Petersburg, 2000.
• Greenbaum O. N. Aesthetic-formal poetry: Methodology. Axiomatics. Results. Hypotheses. St. Petersburg, 2001.
• Greenbaum O. N. Harmony of Pushkin's verse and mathematics of harmony. - St. Petersburg, 2007.
• Greenbaum O. N. Harmony of Pushkin's verse. - St. Petersburg, 2008.
• Martynenko G. Ya. Fundamentals of stylometry. - L., 1988.
• Martynenko G. Ya., Chebanov S. V. Semiotics descriptive texts. Typological aspect. - St. Petersburg, 1999.
• Marusenko M. A. Attribution of anonymous and pseudonymous works using the methods of pattern recognition theory. - L., 1988.
• Mitrofanova O. A. Structural analysis of significative meaning (based on the material of verbs of the process of thinking in English and Russian languages). - St. Petersburg, 1997.

Doctoral dissertations

• Bogdanov V.V. Semantic-syntactic organization of sentences. - 1977.
• Martynenko G. Ya. Stylemetry. (Theoretical problems, applied problems, methods). - 1988.
• Marusenko M. A. Attribution of anonymous and pseudonymous works using the methods of pattern recognition theory. - 1991.

He perceives the game as something frivolous and secondary in the life of a child and every person. But in fact, the game is extremely important; the game sits at the core of our psyche. Through the efforts of game researchers, it was possible to show that the game is a serious thing and should not be neglected, no matter how old you are. Below we will analyze the benefits of the game:

Develops the child's brain;
-helps the child quickly cope with psychotrauma;
-helps an adult negotiate with the brain to switch to new level life;
- is an amazingly constructive and effective way for both children and adults to experience various emotions.

First, I will reinforce the story with authorities from this field. For example, psychiatrist Stuart Brown decided to establish in America " National Institute Games,” which explores and tells stories about the impact of games. Brown reports that every game we play is a piece of the puzzle that makes up our psyche today. For those who were deprived of the opportunity to play as children, there is something missing in life. As an adult, such a person does not see opportunities for choice in difficult circumstances, is less capable of improvisation and has difficulty accepting novelty and unexpected turns of events. And the brain is not able to experience pleasure from ignorance, joy from uncertainty, joy from incompleteness and from perspective, i.e. there is no opportunity to achieve delayed goals that lead to success in life, to curiosity and keen interest, which guarantees a feeling of happiness.

Does it seem like the opposite of play is work? This institute has proven that the opposite of play is depression, which occurs if you perceive life without play, without imagination, without creativity, without competition.
Attention! A game for a person is a unique feature and a universal tool in getting out of the difficulties of life different calibers, the game must be saved for life.

Game is a means of development

And not just for children preschool age, but for children of all ages. And if you study developmental psychology, you will understand that it is also for adults.

Argument in favor of the game No. 1. One of the most surprising discoveries is that the game has great value for brain development. It turns out that the very essence of the game is that it is an activity whose goal is not the result. And this is exactly what the brain needs so much: to practice various emotions, imagine, transform into roles, in all those things that are not result-oriented. After all, the result is important in work.

Game development conditions

In order for play to be a part of a child’s life, for it to serve as a means of development, so that through play both sensory development and social and communication skills occur—the child needs special conditions for the development of play. Special - this is all due to the fact that parents do not take this game seriously and do not leave enough time for it.

And one of the problems is that results orientation is entering our children's lives earlier and earlier. And the game - a real game that depends only on the child’s freedom of desire - is in danger of disappearing.

a game is not work; in work the focus is on the result, but in the game the focus is on the process. We play because we are attracted to this process and we don’t think about whether there will be a result or not. And, if you are serious about finding out whether there is a game in the life of your child or your own, ask yourself a question. Will I be interested in this activity beyond the result? Interested in the result - not a game! No - it's a game!

For example, playing the piano can be both play and work. It can be fun or it can be training before a performance. The same activity can be regarded as play or work.

What game promotes development?

A game with involvement in the process and free from evaluation, even positive ones. Has it ever happened to you that you praised and admired the children’s play moments, but they were upset? Right before your eyes the game went wrong, you no longer wanted to play. This is the real game delicate process and does not tolerate interference.
And the second point is about evaluating the game. Understanding the differences between play and work leads to the realization that when we praise a child's play, his brain can now force the child to play for the sake of praise. Especially if the child lacks praise and attention. Find a loophole here to attract attention. And the game will lose its conditions for development and will become a means of wanting to compensate for contact with parents.

The next point that can ruin the value of the game. The game suddenly has value for you. You heard that this was extremely important and began to convey this importance to the child. Inside there is trepidation and worry about how not to disrupt the game and how to do something to make the game last longer. And even this will completely destroy the child’s real play and leave only useless manipulations with toys. Tension and judgment are reflected back to the child.

Consultation for parents

What is important to do to develop a child’s ability to play.

1. Observe what led the children to play last time and facilitate it.

2. Toys should be visible so that a child passes by and the fantasy of playing arises in his head. The bears were sitting and wanted to lull them to sleep and then feed them. The cars were standing there, and suddenly the idea came to organize a race. Plasticine made me want to sculpt amazing world for your favorite plastic insects. Paints that are readily available will be in demand much more often than paints in the closet out of sight of the child.

Toys are best stored on open shelves, some in transparent boxes. Sorted by topic, collected in sets. The game should be captivating from half a turn. If a child has to search for a long time for the right part from a rocket for a flight of fancy or reincarnation, then he will soon burn out with the desire to play.

3. We take the child to places where his imagination will be captured by new impressions. Nowadays, the transformation of a child using makeup is gaining more and more popularity.

Even the most non-playing child will want to transform with successful aqua makeup on his face. This will be the child's introduction to the real an amazing fairy tale. For many children, this is a feeling of miracle with which they want to stay in their imagination longer. Even the mother herself is at home. Using special water-based paints, brushes and spending just a few minutes, you can give your child a real fairy tale. With the help of your mother's hands, if you know how to apply makeup or with the help of professionals, you will transform into a fairy-tale princess or a beautiful butterfly, a pirate or a spider-man, a cat or a tiger, a bear cub or a cute bunny. This will give an impetus to the child’s play, because now children do not play as much as is required for their psyche, so look for new ways. And face painting is one of the new, non-trivial, non-boring, and therefore effective for the opportunity to transform, trigger fantasy and imagination. During one holiday, you can have time to put on several real images created by the hand of a professional face painter.

The goal of the game is to develop

The goal is for the child to play as often as possible. What to do if the child rarely plays? It must be said that despite the simplicity of this idea: the game children's business, which means it doesn’t require attention and they will figure it out on their own - there is a complexity. The child’s brain allows him to play only after the primary task has been satisfied - good contact has been built with his mother. Mom (because it is important that at least one adult) loves unconditionally.

What are the actual manifestations of your love.

Attention! It’s not what you do to show it to your child. And how does it actually manifest itself in your behavior? Reply to this complex issue will show you how a child perceives your love.

What pops into your head? Do you really need a child? What does this say other than that you are emotionally dependent on him?
Do you feel bad without your child, do you miss it? This shows that you have this habit of being around him.
Are you taking care of a child? Do you spend every free minute? And this is important to you. It's closer to love. And here the most important thing is to find out whether the child you are caring for feels like he is being cared for? If he feels your concern, then give yourself a plus.

Still, keep asking around. Your concern is dictated by necessity or correctness. Take care because you want to look like a good mother who deserves respect in the eyes of others. Or maybe you are just afraid of loneliness and a child is just a means of combating loneliness.

Fact unconditional love towards the child - this is your behavior. For example, you constantly start screaming or quarrel with your child. This does not mean that you do not love him, but it does not contribute to your warm relationship.

Do you have a warm parent-child relationship?

And this is not from the mother’s point of view, but from the point of view of the child’s brain. What does a child’s brain pay attention to when analyzing relationships? Do you always have good contact or is it often interrupted? disciplinary measures, mom's bad mood, fatigue and irritation. The mother strives to teach the child a lesson from every situation; she believes that education in a problematic situation will be beneficial.

Why is the desire to teach a lesson and thus maintain discipline harmful?

The notorious “#future”. This was common during our childhood, since then the study of the brain has advanced and it is now known for sure that it does not work. In fact, initially the concept of discipline is what parents are responsible for. This is simply a certain order and a parental responsibility to implement this order, adjusting it to the child’s capabilities. And here gaming moments are an indispensable assistant, because... a game is not reality, which a child often perceives in protest. And the child’s brain perceives the same words in a game moment as simply certain rules of the game that do not affect him personally and are easily implemented.

Parents are constantly faced with the fact that teaching a lesson does not work, but they repeat the mistake again and again. If a son quarrels with his grandmother, then he must be shown that because of this, his grandmother will not take him to the sea. Consequently, the child will stop misbehaving.

Parents lose sight of the reason for the behavior. A child is not always able to maintain discipline, especially if he is a junior schoolchild (especially a preschooler) or has problems with psychological maturity due to his age. Such children, out of their mother’s desire to teach a lesson, will simply endure anger, a feeling of injustice and will not learn any lesson, plus the relationship will become worse.

Is a problematic situation with a child an educational moment?

Cancel education in the incident. Fell off a bike, got into a fight with a friend, or another moment associated with emotions. Usually it seems to us that if we do not immediately convey to the child that he was wrong, then he will forget and the life lesson will not take place. So for a long time written in pedagogical literature:

Behavior can be changed by incentives - you committed a crime, you were taught the consequences and everything is ok. And this needs to be done urgently. I must say that even now this is very popular - punishment and reward. Such wonderful training techniques...

Please stop torturing yourself and your child. Parenting with consequences works extremely rarely when the situation is not seething with emotions and the child is paying attention to what happened. Often the root of the problem is overwhelming emotions. When emotions go off scale, we cannot reach logic and consciousness and at least inspire something. Limbic system adults and children are driven by emotions and it is impossible to break through to logic or even formulate a normal claim or answer - therefore there is no need to educate anyone in the incident.

How should you behave then? Let's get to the basics - some principles of behavior in an incident:

The main thing to remember is that instead of educating, we try not to aggravate the situation. And we always make the situation worse if we do something that worsens our contact with the child.

The main idea is to simply survive and come out of the incident as calmly as possible. We just need to survive and preserve the relationship, our and the child’s dignity as much as possible. Maintain your authority by paraphrasing, turning the child’s phrases into a joke

and then do something from which the child will understand that life goes on and contact with him is good. “Now we will calm down, and in the evening we plan to go to the fireworks.”

Control the situation, but not the child. If the child is already overexcited, then we do not leave him at his grandfather’s dacha, otherwise he will climb up the mountain of sand again, and his grandfather will scold him and be offended. We remember that we cannot control a child who cannot control himself.

Instead of giving instructions and commanding, it is better to convey primitive instructions for coping with emotions. As soon as we stop believing that a child can control himself, we will understand the importance of such instructions, and not moralizing. Just say: “let’s go to a quiet place and sit and watch the fire.”
Remember that even an adult is sometimes unable to control his emotional reactions, we get scared and scream, we firmly want not to raise our voice at the child and yell.

An adult already has many mechanisms for controlling his behavior in the limbic system. And children have very few of them. Use this knowledge about the still developing brain. A child cannot get out of a stuck situation on his own, so we don’t linger in the coming, we turn them off by any means. He begins to put on a show for his classmates, quickly put an end to it. Inform that it is time for you to go home and leave with your child. And only in the evening schedule an analysis of the situation. Wait for the change of emotions to occur. “We will talk about this later, but be sure to ensure that the child is tuned in to you, nodded, looked you in the eyes and agreed to follow the instructions in a difficult situation.

Give it a try. As soon as we relieve ourselves of the responsibility to educate in a problematic situation, we feel relief. It’s a miracle to not expect yourself to have to educate directly in an unbearable situation and not to expect that the child will stop behaving problematically as soon as we tell him something in our hearts. Try it - it will make your life easier as a mother and will not make raising your child any worse.

Why are we so worried about our relationship with our children?

Relationships contain all our natural strength and help in raising children. If a child has a desire to be good for his mother, then it is easier to lead such a child and he will strive to follow your example, it is easy to live with him.

Always remember that for the brain, development and the desire to realize its potential are secondary to survival, and a child’s survival is equal to good relationships with those on whom survival depends.
In today's busy lives, it is often not obvious what is behind our children's difficulties and behavior. Lack of contact with those to whom they are attached is the cause of many problems. We must nurture our children's connection with us because it gives them the energy to grow, mature, and learn.

Social Development Games

Games social development can be associated with the establishment of discipline. The game is a platform where you can immerse yourself in any process. Outside the game, it is impossible for a child to do this; he does not have the discipline of activity and focus on results, he does not have the ability to discipline himself.

Please note that in order for adults to work for results, there must be internal discipline and the presentation of the result of the activity helps us not to go astray. And if the result of some activity is delayed, then it is extremely difficult for us to continue it. And then switching to the game will also help us. In its various manifestations. Those who have a hobby support, someone temporarily becomes an artist, singer, dancer, etc. This provides a resource and takes away from the excessive significance of the result.

But the child cannot switch to the result, and we often demand this. For example, to fulfill a promise. Promised to fulfill homework and did not comply. Don't rush to scold. This means that the child has not yet fully developed the ability to help himself achieve results by building an internal dialogue. “I really don’t want to do my homework, but I don’t want to upset dad.”

But still, we have to take into account that we cannot impose adult models and a child cannot work for the result. Most problems with discipline are related to the fact that the child has not yet matured to discipline and play is the simplest solution to discipline so as not to destroy relationships. Even for schoolchildren, game moments provide an opportunity to maintain discipline and manage his behavior. IN game form the requirements and rules are not perceived painfully, the child does not resist, but simply follows the actions of the game.

It's great that the game is not reality. The game world includes imagination and we can go anywhere, imagination will take you anywhere as Einstein said and even imagination is more important than knowledge

The role of the game. Why do our children need to play?

1. To unlock your potential. Each person has a certain potential inherent in nature. The game gives you the opportunity to express your personality, your inner voice, it is in the game that moments appear that can reveal to both the child and the mother what is important for the child, who he wants to be in a broad sense. You can remember what profession you loved to play as a child, and if its emotional component coincides with your current one, then you have the right profession from the point of view of your self.

2. Play is the development of the brain, let's remember this again. And it is the game that teaches the brain to solve problems. So that the brain can build neural chains responsible for solving problems. And this comes mainly through the work of imagination and creativity. Imagination and Creative skills then you need it for life, it builds complex processes brain

A story about the importance of play. Aerospace research requires strong minds capable of solving non-trivial problems. Applicants for such positions must take parts apart and reassemble them in a new way. You need to take some problem apart and put it back together to solve it. View from different angles. And these are the people who, as children, could disassemble and assemble watches, cars, etc. Their brains are ready to solve non-trivial problems. If this was not the case in childhood, then these are completely different people who cannot solve such tasks that are difficult for imagination and creativity.

3. The game allows you to maintain psychological well-being; if a child plays, then the child will be able, as in psychotherapy, to play out any traumatic moments. And do it on his own, provided he can play. Mothers often ask about children playing the same games, going to the doctor, movie episodes, fighting with someone, and this is repeated with almost the same plot. Let the game be and it will end if the mental need is satisfied.

4. A game is also an opportunity to find your own type of creativity for adult life, your inclinations, talents. This is what will be a resource in life. Watching children play, you can already understand this. Those who are extremely attentive to details, reflections, come up with something of their own, with internal logic. Someone has a penchant for musicality in both sounds and speech, captures humor, shows a deep view of the world, etc.

5. The game allows you to develop responsibility and independence. We are all born addicted. Dependent on parents of course. As a child, someone sits behind the wheel and takes us to some place. And at the same time, these same adults really want to see us independent. The best way to ripen baby brain to independence is a game. True play is a space where a child can slowly steer and know what he likes and wants. That no one is to blame and it’s stupid to look for someone to blame for unsuccessful moments of game action. No one interferes with the flight of fantasy and controls my game.
One of the reasons that some adults cannot manage their lives and often wait for someone to steer for them is precisely that they are stuck in developing independence. This may be by various reasons, but we can smooth out all the reasons by establishing a game with the child.

There are rules of the game as a means of child development

A truly developmentally appropriate game is necessarily emotionally safe. In games where children are offended by each other, tolerate unwanted games, feel discomfort or are afraid that an adult will hear and judge - this is not the game we need and what we are talking about now. The game is great until the child is hurt by someone’s comments.

The game is an excellent platform for the constructive response of emotions. Emotions are great! Emotions are an impulse to action, when an emotion comes out, then we move and are encouraged to action, an emotion always strives to be expressed. And, if for some reason it is impossible to express the emotion. For example, something went wrong and you want to cry from sadness, but it didn’t work out in the moment. There are places where a child is not allowed to cry, often in front of his father or grandmother; at school you can’t easily cry, and the need remains inside.

During the day, we and our children constantly face such situations; we want to cry and get angry, and we don’t always have a channel for releasing emotions. And these unexpressed emotions sit, and they cannot wait long. They begin to appear at the wrong time and in an unconstructive way.

And then our family gets under the hot hand for the slightest offense, the children throw hysterics out of the blue. All these are accumulated emotions.

And here the game helps us again, this is exactly what best way to manifest and express all our needs within us. For both children and adults. This can be not only a game of literally, but also creative circles or venues where the expression of various emotions is very welcome. Theater with make-up transformation. Help children find outlets for their emotions. Find such activities for yourself.

If a child is deprived of play, then this can lead him to tragedies, which are numerous in the history of psychopathology. And also this is depression, extreme norms of the pathology of the nature of ADHD, etc.

A game is the call of a child’s soul, a real game is when you see that the child is completely involved in it. Especially when he hums. At such moments, all the roughness of the child’s psyche is smoothed out; if for some reason he closed himself off, then
the game will give impetus to development and the child will overcome his difficulty and will have the opportunity to express himself. After the game, the mother can also take her favorite characters to help and not directly act in difficult situations that are vulnerable for the child, for example, with friends, but through the hero. Building dialogues through toys.

The influence of the game on development

Play is not an additional activity, it is a basic requirement for growth and development. Modern scientists in the field of child psychology say.

The game provides an opportunity to be filled with pleasure and joy, a space where children are deprived of restrictions and fears that they cannot cope with something. Leave time for play every day.

It is important for the game to have free time, this is a luxury that modern children almost cannot afford. They have too much busy time to spend time where they are controlled. Where there is control, there is a constant need and must. Activities, sports, school. Be sure to allow children free time so that real play can occur. We are not talking about a complete ban on clubs and extracurricular activities. But constantly transporting children from one circle to another, where they do predetermined things under the guidance of adults. We may believe that we are filling their future and of course this behavior is approved in society and therefore strengthens our role as parents, so we become correct and good mothers for society.

What's the reality? In fact, we do not leave for them the time necessary to independently discover their most important talents, to know who they are, to go on their own in any activity, to know their strengths and weak sides, when they grow up without this time to find themselves in childhood, they will be forced to find themselves again. Resort to a lot of exercises (by the way, which often refer back to childhood, asking questions about what you liked to do as a child, and it can be difficult to answer if you were busy with useful things all the time), resort to the help of specialists, get your head around in finding your purpose and your affairs.

If you don't load them with mugs, will the child get bored? Childhood boredom usually has nothing to do with a lack of activities or even a lack of interesting activities.
It occurs due to lack of energy due to lack of attention from parents. A child who lacks attention often becomes obsessed with it.
The phrase “I'm bored” actually means “I don't have the energy to do anything.” I need to be hugged, held, or talked to by those I am attached to, such as my mom, dad, or grandma.” When a child's need for attention is satisfied, a reserve supply of energy (internal energy) opens up, and the child himself sees many possibilities of what to do.

How to save the game

Relationships with children should be deep and warm; let the child’s brain know that everything is okay, you will always have a good, reliable relationship with the child. With the game comes joy emotional health and well-being, as well as maturation and responsibility.

Knowledge of foreign languages ​​has always been relevant and in demand. Global trends in recent decades have only confirmed this fact. Globalization and integration have increased the need for personnel fluent in foreign languages ​​tenfold. Business development with foreign partners and increase academic mobility(participation in international scientific conferences and symposiums) have identified a growing interest in the study of foreign languages, since the main condition for effective cooperation is to ensure mutual understanding.

It is not surprising that competition in, as well as for linguistic specialties in non-core universities, is consistently high, and in the ranking of the quality of admission to Russian state universities, language areas of study are among the top ten with an average Unified State Examination score above 70.

It should be noted that the quantity budget places for linguistic specialties is decreasing every year, and a number of universities have completely transferred them to a commercial basis.

Our review will help you assess your capabilities and figure out where and under what conditions you can enroll.

Budget form of education

Today in St. Petersburg, only four state universities offer education on a budgetary basis in the specialty of linguistics. These are the best diplomas that open the doors of large companies, translation agencies and institutes. Getting here is quite difficult even for straight-A students, as the competition for a place is growing every year.

	Number of budget places	Number of students enrolled in the competition	Average Unified State Exam score of those enrolled in the 2013 competition (per subject)	Score of the weakest of those enrolled according to the results of the Unified State Examination 2013
St. Petersburg State University(SPbSU)	150	117	92.0	71.0
Russian state Pedagogical University them. A.I. Herzen	49	31	91.7	53.7
St. Petersburg State Economic University	10	4	92.6	64.3
Leningrad State University named after. A.S. Pushkin	10	5	84.9	48.3

The largest competition is traditionally at St. Petersburg State University - the oldest university in Russia, one of the five best universities in Europe and the top ten leading universities in the world.

Training of bachelors and masters in the field of linguistics and foreign languages» at St. Petersburg State University carries out Faculty of Philology, considered the largest language department in Russia and the world. It is not easy to enter here, however, the prospects that open up for graduates are worth the effort. Students have the opportunity to obtain international diplomas, internships abroad, and exchange experiences with linguists from other countries.

Among the teachers of the faculty are 4 corresponding members of the Russian Academy of Sciences, 1 academician of the Russian Academy of Education, 2 academicians of the Academy of Sciences, 1 corresponding member of the IAAS, 75 professors, 89 doctors and 420 candidates of science. Teaching is conducted using the latest educational technologies and multimedia teaching aids. The faculty is taught by foreign experts, and great attention is paid to language practice. Daytime, evening and correspondence forms training.

In 2013, the number of budget places in the Faculty of Philology of St. Petersburg State University decreased by 19 compared to the previous one (2012 - 169 places; 2013 - 150), while the average passing score of the Unified State Exam increased by 2 points. The score of the weakest enrollee also increased by three positions.

Please note that the minimum amount of points required for admission to the budget varies depending on the educational program and language profile. The university did not provide information for 2013, and in 2012 the highest USE scores were required for admission to the following areas: foreign languages: Spanish (290); theory and practice of intercultural communication: English (284).

If Unified State Exam result does not allow you to enroll on a budget, you can try to get into one of the 90 paid places. In 2013, the minimum passing score for a contract basis was 62 per subject.

The cost of studying at the Faculty of Philology of St. Petersburg State University is from 239,080 rubles per year for Russian citizens, up to 249,120 rubles per year for foreign citizens. The cost of full-time and part-time training in the program “Translation Theory and Interlingual Communication” is from 150,420 to 156,740 rubles, respectively.

It should be noted that entering the Faculty of Philology of St. Petersburg State University is easier than finishing it - some students drop out after the first session.

University website: http://spbu.ru/

Get a linguist diploma from the Russian State Pedagogical University named after. A.I. Herzen is available at the Faculty of Foreign Languages. "Herzen Foreign Languages" produces teachers, translators and linguists with a high practical level of proficiency in foreign languages. The prestige of this university determines the traditionally high competition among applicants - the average Unified State Examination score of those admitted through a budget competition in the specialty "linguistics" was 91.7 in 2013, which is 3 points higher than in the previous year. The score of the weakest among those enrolled also increased and amounted to 53.7 (in 2012 - 48.7).

4 out of 49 budget places went to the winners of the Olympiads, the competition for the remaining 45 places was 24.3 people per place.

You can also study a foreign language at the faculty within the framework of the “ Teacher Education" Teachers of English, German and French languages. The competition for this area in 2013 was 36 people per place. The number of budget places is 37. It is planned to begin teacher training in the near future Finnish language with a bachelor's degree.

Study at the Russian State Pedagogical University named after. A.I. Herzen can also be done on a contract basis. The cost of training here is quite high, but still cheaper than at St. Petersburg State University.

Profile	Cost (rubles per year)
	Full-time education	Part-time and part-time education
Direction "Pedagogical education"
Foreign language education: English	173 400
Foreign language education: German or French	141 400
Direction "Linguistics"
Theory and methodology of teaching foreign languages ​​and cultures: English language	173 400	100 600
Theory and methods of teaching foreign languages ​​and cultures: German or Spanish	141 400
Translation and translation studies: English	179 400

University website: http://www.herzen.spb.ru/

A linguist diploma in the profile “Translation and translation studies in the field of economics and finance”, issued by SPUE, provides a real opportunity to obtain a highly paid and interesting job. This university has not only been ranked first among economic universities in the official ranking of the Ministry of Education and Science of the Russian Federation since 1991, but is also a leader among St. Petersburg universities in the ranking of the strongest universities in Russia according to Forbes magazine.

The competition for the “Linguistics” major at St. Petersburg State University is very high, which is explained by the minimum number of budget places - 10 - allocated to the university in 2013. It is not surprising that the average Unified State Exam score of those enrolled in the 2013 competition (per subject) here was even higher than at St. Petersburg State University and amounted to 92.6 points.

Another 75 places in this area are provided on a commercial basis. The cost of training is 150,000 rubles per year.

University website: http://www.finec.ru/

Classical education in the specialty “Linguistics” is provided by the Leningrad State University named after A. S. Pushkin, founded in 1992. True, the number of budget places here is also limited, there are only 10 of them. But, as in the Russian State Pedagogical University named after. A.I. Herzen, there is an opportunity to study a foreign language within the framework of the “Pedagogical Education” direction. In 2013, the university was allocated 30 budget places for this profile.

Specified educational programs implemented by the Faculty of Foreign Languages.

The faculty operates a scientific center of the Goethe Institute. The best students undergo language practice in the countries of the languages ​​they study. Students of the English department annually have internships in youth summer camps USA within the framework of the project “For Mutual Understanding”.

If Unified State Examination points If they don’t allow you to get on the budget, you can try to enter Leningrad State University on a contractual basis. In 2013, 20 contract places were allocated for the “Linguistics” direction, and 60 for the “Pedagogical Education” direction. The cost of training was 150,000 and 88,000 rubles per year, respectively.

University website: http://lengu.ru/

Contract form of training

Get higher education in language specialties on a contract basis you can work in the following:

Name educational institution	Direction of training	University website	Tuition fee (rubles per year)*
State universities
	Linguistics	http://www.spbstu.ru/	104 000
	Linguistics	http://guap.ru/	100 000
	Linguistics	http://www.spbguki.ru/	101 600
	Linguistics	http://www.eltech.ru/	96 000
Non-state universities
	Linguistics and Intercultural Communication	http://www.academus.ru/	60 000
	Linguistics and foreign languages	http://spbume.ru/	80 000

*Tuition fees are based mainly on the bachelor's program. More detailed information The cost of master's and specialty programs can be found on the websites of universities.

Evgenia Astrova

philosopher, political scientist