Abstract
Abstract The article presents a didactic game technology which enables to weaken the control mechanism (irrespective of one's ethnic or religious background). Children experiencing tight external control (on the part of teachers or parents) have been found to have their motivation for play and game participation decreased by 60% or more than twice (545 children's play activity was analyzed). That is why many didactic and socio-dramatic games have proved to be ineffective in terms of relaxation, education and development. The results obtained actualize the need for improving the didactic game structure and providing specialized training for teachers to organize and conduct such games. These results demonstrate Russian teachers’ incomplete readiness for using the didactic game in their educational process, lack of continuity between pre-school and elementary education in terms of both ideology and educational process organization practice.
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