“Game technologies as a form of organizing educational activities”

“Game technologies as a form of organizing educational activities”

author: Harutyunyan Nonna Karleni

senior teacher of Municipal Educational Institution Child Development Center No. 2 of the Central District of Volgograd

“Game technologies as a form of organizing educational activities”

“Game technologies as a form of organizing educational activities”

workshop

for teachers of preschool educational institutions in Volgograd

Prepared by:

Harutyunyan Nonna Karleni,

senior teacher at Municipal Educational Institution Child Development Center No. 2

Volgograd

2021

Venue: Municipal Educational Institution Kindergarten No. 328 of the Central District of Volgograd.

Topic: “Game technologies as a form of organizing educational activities.”

Form of the event: workshop.

Purpose: The purpose of the seminar: increasing the professional competence of educators through the use of innovative gaming technologies when organizing work with children in accordance with the requirements of the Federal State Educational Standard for Educational Education.

Expected Result:

• expansion and clarification of the conceptual apparatus;
• deepening knowledge of the content of the Federal State Educational Standard for Education;
• practical use of innovative gaming technologies in working with children.

Tools: survey, practical exercises, didactic game, conversation, questionnaires, reflection, interactive game.

Form of work: group, subgroup

Event duration: up to 90 minutes

Materials and equipment: large chairs according to the number of participants, tables, tape recorder, CDs with music, handouts for performing practical exercises: glue, pencils, brushes, paints, pens, markers, sheets of colored paper, strings, scissors, thematic pictures; Voskobovich's games, original didactic games and manuals.

Demo material:

Magnetic board 1 – “Hourglass” (“Our expectations” and “Our impressions” - reflection)

Magnetic board 2 – Survey of all participants of the event “Characteristics of gaming technologies”

Handouts: markers, pens, a board with magnets, writing paper, questionnaires, educational games, reminders.

\

Event plan

March 24 at 10.00 at the municipal educational institution "Kindergarten No. 328 of the Central District of Volgograd."

Progress of the event:

Before the start of the seminar, each participant is given badges with inserts, and they write their names on them with markers. Participants are seated in subgroups (four groups).

Greeting:

Dear colleagues! We are very glad to see you at our seminar session. Today we will talk about gaming technologies as a form of organizing educational activities with children. And we: senior teacher of Child Development Center No. 2 Nonna Karenovna Harutyunyan and senior teacher of Kindergarten No. 328 Oksana Viktorovna Chirkova will present to your attention both the theoretical and practical sides of this issue. I would also like to note that today we will try to talk about the experience of our colleagues in the Central District in this area.

Oksana Viktorovna:

Dear Colleagues! You have yellow circles on your tables, which symbolize the grain of sand on our hourglass, we invite you to write down your expectations from participating in the seminar. (Blitz survey - 6-7 people voice their expectations. Then a representative of each group sticks circles on the top of the hourglass).

Expectations could be:

• obtain new information;
• learn about the experience of colleagues;
• deepen knowledge of Federal State Educational Standards of Education;
• making sure I'm on the right track.

When one scientist was asked: “What will you do if the world ends?”, he answered: “Play.” Yes, adult humanity is playing. Selflessly and recklessly plays at stock exchanges, auctions, stadiums, and stages. But, unfortunately, our children began to play less. Research shows that children lack gaming experience and the ability to develop a game plot. Teachers strive to fulfill the “social order” of parents, i.e. educate and prepare for school. The time allotted for play is filled with reading books, preparing for holidays, and organizational activities. Some parents bring their children to kindergarten late and pick them up early. Many parents consider the game an unnecessary, empty pastime. Another trend has been noticed: they began to play not less, but worse. The very quality, the essence of children's play has changed: it has become sad, aggressive, and individualistic. Primitive forms of play are increasingly appearing. That is why today we have focused on gaming technologies as the main form of organizing children's activities.

Nonna Karenovna:

We are sure that you all know the concept of such terms as “pedagogical technology”, “modern gaming technologies of pre-school education”, “teaching methods”, “teaching methods”.

Today we will look at them again and see how pedagogical technology differs, how it differs from method and methodology, what gaming technologies exist in preschool education and what their essence is.

What is a method?

(a method is a set of techniques and operations; a way to achieve a goal. For example, a teaching method is a way of joint activity between children and an adult, as a result of which children acquire knowledge, skills and abilities. The method of education is the interconnected activity of a teacher and students, aimed at achieving educational goals).

— Question to educators: “What is the methodology?” (a methodology is a set of methods that provide a solution to a specific problem. For example, a methodology for teaching literacy).

— Thus, schematically the relationship between methods and methodology can be expressed as follows (Appendix 1).

Oksana Viktorovna:

question to educators: “What is educational technology?” (Pedagogical technology is an optimally selected set of methods, techniques, tools and an algorithm for their use to solve a clearly formulated problem).

What then is the difference between methodology and technology, if both are a certain set of methods and techniques for solving a specific problem?

Let's try to express the relationships between method, methodology and technology schematically (Appendix 2).

The essential features of pedagogical technology are (Appendix 3):

• Initial detailed information about the condition of each child;
• Clear logic and consistency of rules;
• It is always represented by stages of activity, each of which has its own goal. The first stage of any technology is always the diagnostic stage;
• Monitoring the achievement of results (from stage to stage). Only when children achieve the result does the transition to the next stage occur;
• Detailed detail, strict algorithm;
• Detailed definition of the final result. Guaranteed receipt of the planned result.

The essence of technology is methodology.

— Thus, the differences between the method, methodology and technology are (Appendix 4):

• A method is a set of techniques; methodology is a set of methods; technology is an optimal set of methods and means;

 Methodology and technology differ in the initial object: for the method it is an “average” child, for technology it is detailed information about the initial state of each child;

• Methodology and technology differ in the degree of elaboration and detail: methodology is the general direction of activity (for example, methods of teaching literacy), and technology is a detailed route with clearly indicated tools (for example, problem-based learning technology);
• Methodology and technology differ in content: methodology is the core, the essence of technology, its internal content, and technology is the tools around the core (methodology), which can change, speeding up processes, but the essence remains the same. (for example, a methodology for teaching literacy is an essence, and a set of the most effective techniques, an optimal algorithm, etc., together with a methodology, is a technology);
• The method and technology differ in the result: the outcome of the method is difficult to predict, because it depends on many factors (including the personal qualities of the teacher); the technology guarantees the achievement of the planned result; its application is less influenced by subjective factors due to detailed regulation of activities.

Nonna Karenovna:

“What place does the educational program of preschool education occupy among methodology and technology?” (The preschool education program determines the tasks and content of a preschooler’s education, and technology is the toolkit with which these tasks are solved. Technology is born from experience and can subsequently become the basis for creating a program).

The location of the preschool education program can be shown schematically (Appendix 5).

We hope that you will agree with us that gaming technology is an evolution. Figuratively, we tried to imagine it in the form of an iceberg (pay attention to the image of an iceberg, there is a small part on the surface, and a large part under water). Don't you think, dear colleagues, that professional skill and experience in implementing gaming technologies is like an iceberg?

However, the organization and management of play activities is a problem for us, and any problem contains a visible and invisible side. The visible side: underestimating the value of the game, replacing the game with another type of activity, accelerating the pace of child development, fulfilling the social order - to prepare the child for school. But when solving any problem, it is important not to focus only on the visible part; it is important to think about how to avoid the danger of a collision with the underwater part.

You have envelopes with ready-made phrases laid out on your tables. You need to use these phrases to formulate the difficulties that most often occur in the process of implementing the problem (ask whether you agree with these statements).

The downside: 1. ignorance of the methods of playing the game, 2 inability of adults to play, 3. Lack of variety in the themes of the games, 4. Difficulties in organizing the gaming environment.

Oksana Viktorovna: in this regard, we identified the problem: What is and how to use gaming technologies.

Let’s remember once again what the concept of “ game pedagogical technologies”

»?

IPT is an extensive group of methods and techniques for organizing the pedagogical process in the form of various pedagogical games. The game form of classes is created by game motivation, which acts as a means of inducing and stimulating children to educational activities. The implementation of gaming techniques and situations in the classroom takes place in the following main areas:

• a didactic goal is set for children in the form of a game task;
• educational activities are subject to the rules of the game;
• educational material is used as its means;
• an element of competition is introduced into educational activities, which transforms a didactic task into a game one;
• successful completion of a didactic task is associated with the game result.

Let's consider traditional gaming technologies - the organization of the pedagogical process in the form of various pedagogical games. This is the consistent activity of the teacher in: selecting, developing, preparing games; inclusion of children in play activities; implementation of the game itself; summing up the results of gaming activities.

Didactic games

Nonna Karenovna:

all didactic games can be divided into three main types: games with objects (toys, natural materials), board-printed and word games.

Let us dwell in more detail on the structural components of the didactic game. The didactic game has its own structure, which includes several components:

• The game concept
  - the first structural component of the game - is expressed, as a rule, in the name of the game.
• The didactic (learning) task is
  the main component.
• Play actions
  are ways of demonstrating a child’s activity for play purposes.
• Game rules –
  ensure the implementation of game content. They make the game democratic - all participants in the game obey them.
• The result,
  which is the ending of the game, gives the game completeness.
• Equipment

Game concept

- the first structural component of the game - is expressed, as a rule, in the name of the game. It is embedded in the didactic task that must be solved in the educational process. The game plan often appears in the form of a question, as if designing the course of the game, or in the form of a riddle. In any case, it gives the game an educational character and makes certain demands on the game participants in terms of knowledge.

The basis of the didactic game, which permeates its structural elements, is the cognitive content or
didactic task
. Cognitive content consists of mastering the knowledge and skills that are used in solving the educational problem posed by the game.

To select a didactic game, it is necessary to know the level of preparedness of students, since in games they must operate with existing knowledge and ideas. In other words, when defining a didactic task, one must first of all keep in mind what knowledge and ideas of children should be acquired and consolidated by children, what mental operations should develop in connection with this, what personality traits of children can be formed through the means of this game.

The game task is carried out by children. The didactic task in a didactic game is realized through a game task. It determines play actions and becomes the task of the child himself. The most important thing: the didactic task in the game is deliberately disguised and appears before the children in the form of a game plan (task).

Game actions

- the basis of the game. The more varied the game actions, the more interesting the game itself is for children. In different games, game actions differ in their focus and in relation to the players. This, for example, could be role-playing activities, solving riddles, spatial transformations, etc.

A game action, consisting of several game elements, focuses children's attention on the content and rules of the game for a longer time and creates favorable conditions for completing the didactic task.

Using a didactic game in the educational process, through its rules and actions, children develop correctness, goodwill, and restraint.

Every didactic game has rules

, which determine the order of actions and behavior of students during the game, contribute to the creation of a working environment in the lesson. In addition, the rules of the game develop the ability to manage one’s behavior and obey the demands of the team.

Oksana Viktorovna:
conducting didactic games includes:
When conducting didactic games, it is important not only

— familiarizing children with the content of the game;

— explanation of the rules of the game;

— display of game actions;

- determining the role of the teacher in the game, his participation as a player, fan or referee;

But also the result of the game, which implies the actions of children and summing up the results of this action. Dear colleagues, we think that you will agree with us that a didactic game is a teacher’s best friend, it can be used:

-in class;

- in children’s independent activities:

- as an integral part of the lesson;

— the main form of organizing the educational process.

Story-based role-playing games

Nonna Karenovna: now we will remind you of the components of a role-playing game:

- Plot;

— Content -

what is displayed by the child as a characteristic moment of activity and relationships between adults.

— Roles -

which children perform during the game;

— Game actions,

with the help of which children realize roles; game use of objects, real ones are replaced by game ones. Relationships between children are expressed in remarks, remarks, and the course of the game is regulated. (photo of role-playing game).

We must remember that a distinctive feature of role-playing games is the creativity of children (each child in a role-playing game lives his or her role). Thus, children in the plot-role-playing game of races determine roles, agree on the plot, and the effectiveness of these games is the social experience of children.

Oksana Viktorovna:

duration of the story game:

- in early preschool age (10-15 min.);

- in middle preschool age (40-50 min.);

- in older preschool age (from several hours to days). PHOTO

(on the slide compare the plot and didactic games)

Outdoor games

Outdoor games

– conscious, active, emotionally charged activity of a child, characterized by accurate and timely completion of tasks related to the rules that are mandatory for all players. A distinctive feature is strict adherence to the rules of the game. The goal of any outdoor games is the development of both physical and mental processes.

Outdoor games are characterized by brightness of concept, content, simplicity and entertainment.

Nonna Karenovna: game content

determined by the movements that are part of it. In the kindergarten education program, for each age group of children, outdoor games are provided in which various types of movements are developed: running, jumping, climbing, etc. Games are selected taking into account the age characteristics of children, their ability to perform certain movements, and follow the game rules.

Rules

in outdoor play they play an organizing role: they determine its course, the sequence of actions, the relationships between the players, and the behavior of each child. The rules oblige one to obey the purpose and meaning of the game; children must be able to use them in different conditions.

Management

outdoor games with rules is as follows. When selecting an outdoor game, the teacher takes into account the correspondence of the required nature of the motor activity, the availability of game rules and content for children of a given age. He makes sure that all children participate in the game, performing all the required game movements, but not allowing excessive physical activity, which can cause them to become overexcited and tired.

The result of outdoor games is the desire of children to repeat the game.

Dear colleagues, we have now examined some of the traditional gaming technologies and would like to point out the most common mistakes in managing children's games.

Oksana Viktorovna: mistakes in managing a children's game

Special attention should be paid to the mistakes teachers make in guiding play activities.

- suppression of children’s creative initiative and independence (the teacher should not be a leader, but a partner in the game);

- lack of attention to children's play (Management, observation, timely inclusion in the game).

- restriction of free access to games and toys (according to the standard of preschool education, the organization of independent activities comes to the fore, i.e., the teacher must create conditions and push children to this activity: suggest an idea or plot of the game).

- lack of the necessary gaming environment (the gaming environment needs to be updated with educational games and toys that are used in various ways)

Now let’s look at “The role of modern gaming technologies in the development of cognitive activity of preschool children”

Let's start with all the Voskobovich games you know, which are of great importance in teaching children.

V.V. Voskobovich's technology consists of 10 sets of games. According to the educational tasks to be solved, all Voskobovich’s games are conditionally divided into 3 groups:

• The 1st group of games is aimed at the mathematical development of children. The purpose of these games is to develop mental operations, and game actions are to manipulate numbers, geometric shapes, and properties of objects. For example, “Transparent numbers”, “Geocont”, “Math baskets”, “Miracle crosses”, “Miracle honeycomb”, “Miracle flower”, etc.
• The 2nd group is with letters, sounds, syllables, words. For example, “Letter constructor”, “Reader on balls”, “Cord entertainer”.
• Group 3 - universal gaming educational tools that combine various types of children’s activities (environmental education, literacy, familiarization with the environment, design, mathematical and speech development). For example, “Igrovisor”, “Rug, casket”.

Nonna Karenovna:

The next modern gaming technology is information and communication technologies.

We all know that the world in which a modern child develops is fundamentally different from the world in which his parents grew up. This is precisely what imposes qualitatively new requirements on preschool education as the first link of lifelong education: education using modern information technologies (computer, interactive board, tablet, interactive table, etc.).

Now we will consider the requirements for computer programs of preschool educational institutions:

1. Research character
2. Easy for children to practice independently
3. Developing a wide range of skills and understandings
4. Age appropriate
5. Entertaining.

Classification of programs:

1. Development of imagination, thinking, memory
2. Talking dictionaries of foreign languages
3. Travel games, adventure games
4. Use of multimedia presentations in various educational areas
5. Art studios.

Dear colleagues, we remind you that any information and communication technology is, first of all, didactic, which implies: interactivity, entertaining and developmental character.

As a result of the use of ICT, preschool children develop their imagination well.

But at the same time, it is necessary to remember that a computer will not replace emotional human communication, which is so necessary in preschool age. He only complements the teacher, and does not replace him.

Oksana Viktorovna:

gaming technologies
widely used in practice, . "Quest" is a team game. The highlight of this organization of gaming activity is that, having completed one task, children receive a hint to complete the next one, which is an effective means of increasing motor activity and motivational readiness for cognition and research. Dear colleagues, pay attention to the slide that lists the forms of organizing children's activities that you know: travel games, competitions, quizzes, projects - quests - technology unites all these concepts.

When preparing a quest for preschoolers, you need to remember 4 main conditions:

1. Games must be safe. It is unacceptable to set tasks that involve health risks, for example, climbing a tree, jumping from a great height, going down a well. PHOTO
2. Questions and assignments must be age appropriate. It is very rare that children 5-7 years old are so erudite that they can guess the names of constellations from a picture or list all American presidents. PHOTO
3. It is unacceptable to humiliate the dignity of a child. For example, you should not force him to swallow a caterpillar or dance if the child is shy. PHOTO
4. Disputes and conflicts must be resolved only peacefully. PHOTO

It can be noted that quest technologies primarily develop communication skills and cognitive interest. They work for results and create a situation of success for the child.

Nonna Karenovna:Sinkwine Technology

Cinquain is a five-line poetic form used for didactic purposes.

Sinkwine is a higher form of organizing gaming activities, where with a well-coordinated team of children playing, an effective result is achieved.

Sinkwine is a gaming technique that is most often used with children in the pre-school group, for example, an interesting intellectual game or as a technique for describing a picture. Syncwine technology is primarily an educational and developmental gaming technology.

So we have reviewed existing gaming technologies, and we suggest you classify gaming technologies according to the following characteristics: educational games, educational games, games for developing imagination, creative games, games for physical and mental development.

Practical part

1. "Porridge from an axe"

Exercise:

From the proposed items, come up with educational games, set a goal and present.

The chest contains the following items:

— Cardboard, scissors, colored paper, glue

— Clothespins and A-4 sheet, rope, bottle caps

- Matches

A teacher is a creative person who can make magic out of nothing, this is the whole essence of the profession. And now we invite you to play, there are 4 envelopes in our chest, we invite representatives of the groups to come up and choose an envelope for themselves. The envelopes contain the necessary materials that will help you come up with and present to us a didactic or educational game of your choice. Your task is to create a game, name its rules and present it (you have 10 minutes to compose and 10 minutes to present) (on the slide there is an algorithm for compiling a game): name, goal, rules, result.

Summing up: Bulanova Lyudmila Vladimirovna.

Nonna Karenovna:

“Tell me and I will forget; show me - maybe I will remember; involve me and I will understand.” These words of Confucius help my work with children when organizing play activities. In order to involve all the children in the group in the educational process and achieve good results, I try to use gaming technologies and interactive forms of work in the classroom.

Final reflection “Hourglass”

Oksana Viktorovna:

And now, dear colleagues, I propose to return to our hourglass, where you have attached your expectations from today’s event, we invite you to express your impressions (write it down).
Next, teachers are given reminders: traditional and modern technologies, game management, teacher mistakes, recommended literature. “Game technologies as a form of organizing educational activities”

Conceptual foundations of gaming technologies

The conceptual foundations of gaming technologies in the preschool period are:

1. The psychological mechanisms of gaming technologies are the foundation of the child’s personality needs for self-expression, self-determination, self-regulation, self-affirmation and self-realization.
2. Gaming technologies allow each child to project their own psychogenic behavior onto specific life situations.
3. Play is one of the unique methods of child socialization. It allows you to learn rules of behavior and generally accepted norms from early childhood.
4. The game promotes the development of personal freedom in the imagination. Serves as the first school of a child’s life.
5. The ability to engage in a game is not related to age, but at each age the game has its own characteristics.
6. The content of children's games develops and becomes more complex in accordance with the age of the child. The games don't just become more complex, they meet the age-related needs of children.
7. The leading activity of each age period is important in gaming technology. This is due to the fact that for each age the game must have specific content, in accordance with the mental development of the child.

History of the development of gaming technologies in domestic and foreign pedagogy

The idea of ​​using technology in the educational process arose at the beginning of the 20th century. The concept of pedagogical technology was conceptualized by such scientists as V.P. Bespalko, T.A. Ilyina, F.P. Fradkin, M.V. Clarin, G.K. Selevko, N.E. Shchurkova and others is understood and realized, so much so that UNESCO considered it necessary to give it a definition: “This is the definition of principles and the development of methods for optimizing the educational process through the analysis of factors that increase pedagogical effectiveness, through the development and application of methods and materials, as well as through the assessment of used methods." The modern understanding of educational technology is based on the fact that it is an introduction to pedagogy of a systemic way of thinking and is a variation of the learning process.

The analysis conducted by the researchers indicates that the pedagogical phenomenon, which today is called “educational technology,” has been the subject of debate and scientific debate for many centuries. According to scientists, not a single outstanding teacher could avoid this problem.

Even Democritus (460-371 BC) argued that it is better to achieve virtue through internal motivation and conviction than through edification, law and coercion. Marcus Fabius Quintilian (c. 35-96) wrote: “Learning should give him (the student) pleasure...”

In the modern interpretation, the views of the ancient authors sound like this: both of them talk about the attitude towards the child in the process of his upbringing and education, and Quintilian points out the need for children to experience success in their activities as the most important factor in the further development of the individual. In this case, the forms of influence are chosen in such a way as to awaken in the child a desire to improve.

The Italian utopian philosopher T. Campanella, in his book “City of the Sun,” applies the idea of ​​non-violence in pedagogical influence and illustrates it using the example of technological design of the physical environment. The French humanist Monty (1533-1592) said: “It is desirable that he be able not only to captivate with his story, but also to listen to his student.” He reaches the highest level of technological generalization when describing “communication with others,” emphasizing the following in his recommendation:

• do not expose yourself;
• refrain from using knowledge;
• avoid arrogance, etc.

Accepting the thesis that the basis of education should be “skillful distribution of time, subjects and methods,” Ya.A. Comenius (1592-1670) created a pedagogical technology based on the principle of flow and maintaining a dominant position in modern society (Comenius Y.A. “The Great Didactics”).

The formation of pedagogical technology in domestic pedagogy was considered as the essence of the ongoing study of changes in pedagogical technology at the turn of the 20th-21st centuries. K.D. Ushinsky (1824-1870), the founder of scientific pedagogy in Russia, when developing the theory of pedagogy, used the laws of philosophy, history, anatomy, physiology and other sciences, since they all study human nature, that is, he took an anthropological approach to personality as a basis. The pedagogical technology of L.N. Tolstoy was the moral education of the individual, and S.T. Shatsky (1878-1934), who studied the influence of the environment on the student, expanded the concept of pedagogical technology, showing the natural results of its impact on both the individual and the team.

Some researchers of the history of the formation and education of the concept of “pedagogical technology” (Bespalko V.P., Ignatiev S.T., Melekhin V.A., Maslova N.P., Shchurkova N.E., etc.) have proven that the term “ technology" in domestic pedagogy was first used in the 20s of the 18th century.

In the 30s of the 20th century, a unique situation arose in pedagogical science and practice, which was characterized by creative search. New programs and methodological recommendations for organizing the educational process were created, emphasizing the optional nature of these programs, which opened up space for teachers’ pedagogical creativity. Projects have been proposed to convert secondary schools into technical colleges.