This translation from Russian into English was done in such a way, that when reverse translating into Russian in the Google translator, retained the sense of the original Russian text.

• Can the computer game be useful for children?
• And especially for the youngest, for three, four, five-year-olds toddlers?
• Or for a five-year-old child, parents buy a computer game only so that he does not molest them?

For most parents, grandparents, this question is rhetorical. Of course not! And they are certainly right. The toddler has many more important affairs for his mental and physical development than computer games, which for children, especially under the age of 5, is an absolute evil.

Here is the blocks LEGO - the other thing, they develop the child's attention, fine motor skills, structural-logical thinking, and this list can be continued for a long.

But the child does not have anyone with whom he can play blocks LEGO. Grandma and grandpa do not know how to play blocks LEGO. Dad and mom, when they are at home, and not at work is very tired. And they also do not know how to play.

Of course, a child can play in LEGO and one, but for the youngest children the positive properties of these magic blocks, without the participation of adults, also impossible, as and Christmas gifts from Santa Claus, without their participation.

Now, if suddenly appeared a magic cyber-grandpa, who would be same wise and caring as everybody grandpa in the World combined. A yet will be patient and calm, like a bronze monument. Well, and, of course, same indefatigable, as the playing kid with him. It would be the most real miracle!

Web-grandpa plays with a little child in LEGO, and doing that into the image of a fairy-tale hero:

The translation was made in the Google Translator service.

Insonation in the Yandex SpeechKit service.

The interface of the game is very simple, it's just not there, not at all. No keyboards, joysticks, mice, menus, buttons, cursors, the child does not touch the computer at all. He walks to the table, where blocks of LEGO lie and stands a monitor. Then claps his hands and utters magic words - "Grandpa I came!" The monitor lights up and a fairy-tale character appears on it, who is talking with child goes somewhere or does something, and gets into a situation, from which he himself can not get out. A child, helping a fairy-tale hero, must collect from the LEGO blocks a bridge, a house, a table, a car, etc.

If he does it correctly, then on the screen, the occurs magical transformation of LEGO blocks into a fairy (cartoon) bridge, a house, a table, a car, using which a fabulous hero goes over to the other side of the river, rescued from the rain, gets the opportunity to eat, has time to get on time.

If the child collects not what the fairy-tale hero needs, then hero demonstrates the unfitness of this structure for him, and tells what he needs.

For example, when a little girl builds a bridge without supports, as shown in the cartoon above, it turns into a trunk of the tree, and not into a bridge. The bear cub shows her, that he can not move to the other shore, because an evil toothy pike is hinders him from doing this. The trunk of the tree lies too low above the water, and the pike, jumping out of the water, can bite the bear cub.

The paradigm of traditional computer games is entertainment. At parents of children, less than five years, such a paradigm can not cause any interest, let alone sympathy. Developers of computer games for the toddlers must go to the bright side of the Force. They must turn everything upside down in the game. A small child should not play on the computer. let the computer play with the child, talks with him, teaches him.

That is, at the heart of the computer game for the little children should be a PEDAGOGIC, specifically its four areas:

• virtual pedagogy
• pedagogy of educational games in LEGO
• pedagogy of fairy-tale characters
• corrective pedagogy for children 3-5 years old

Perhaps these names of the sections of pedagogy, from a scientific point of view, are not perfect, but the essence of pedagogical activity when creating games, they reflect quite accurately.

The idea of the game was born in 2014 among members of the Nizhny Novgorod Mountain Club, who became the parents of little tots, and so far it is being implemented in test mode, like a puppet theater.

Experimenting on their own children, the parents involved in the project created an extensive library of scenarios: for lessons, developmental exercises and corrective tasks for games with LEGO blocks.