Thematic control “Organization of a story game” educational and methodological material on the topic

Thematic control “Organization of a story game” educational and methodological material on the topic

Plan for thematic control on the topic:

"Organization of a story game"

Dates: April 10 – 21, 2021

Performers: head Kharchikova E.Zh., deputy head of the VMR Storozhenko E.Ya., senior teacher Gamolka S.Yu.

Purpose: to determine the effectiveness of educational work in preschool educational institutions on organizing role-playing games with preschool children.

Tasks:

1. Study the documentation of teaching staff on planning and directing role-playing games for preschoolers.

2. Assess the work of the teaching staff in organizing the management of role-playing games for children in different age groups.

3. Summarize the system of work and determine the prospects for the activities of the teaching staff in organizing the role-playing game.

Questions to be checked:

1. Analysis of teacher guidance in children's play activities.

1. Analysis of the conditions created in the group for children’s play activities.

1. Professional knowledge and skills of the teacher in organizing children's play activities.
2. Assessment of forms of interaction with parents on the problem of gaming.

Basic forms and methods of control

1. Observation of teachers
2. Interview with teachers

Assessment Toolkit

1. Analysis of teacher guidance in children's play activities.
2. Analysis of the conditions created in the group for children’s play activities.
3. Identification of the level of gaming knowledge, skills and abilities in children.

Head of MBDOU

“Ilan kindergarten No. 50” E.Zh. Kharchikova

Final certificate of results

thematic control

Topic: “Organization of a story game”

The thematic inspection took place from April 10 to April 21, 2021 in accordance with the annual plan of educational work for the 2016-2017 academic year in all age groups.

By order of preschool educational institution No. 15 dated April 3, 2021, a commission was created consisting of:

Kharchikova E.Zh.. - chairman of the commission, head of the MBDOU;

Gamolka S.Yu. - member of the commission, Art. teacher

Storzhenko E.Ya. – member of the commission, deputy head. VMR

1. An assessment of the teacher’s management of children’s play activities showed:

• When guiding game activities, teachers use game management techniques, pedagogical tact, and the emotional factor.
• The methodology of the game is followed. But the results are not summed up and the past game is not discussed, and in all groups no preliminary work is carried out before the game. In the older group, teacher Sukharkova N.M., there were errors in the methodology of the game: there was no setting of tasks and goals of the game, design of the development of the game, few techniques were used to develop activity and attract all children to the game.
• Interconnection with other activities was carried out partially.
• Almost all teachers have sufficient knowledge of the peculiarities of organizing a story-based game in each age group. But if board games are widely used in our kindergarten and are popular with teachers, then children mostly play role-playing games, left to their own devices, while teachers monitor discipline at this time, going about their business.

1. An assessment of the conditions created in the group for children’s play activities showed:

• Conditions for children's play activities have been created in all groups of preschool educational institutions. The play centers are equipped with everything necessary, are in an aesthetically pleasing condition, and are located and stored in a place accessible for use by children. But there is no variety or zest in creating conditions for role-playing games.
• In all groups, teachers develop in children a sense of responsibility for preserving toys and the ability to put them in order, and follow the rules for using toys.
• In all groups, parents take an active part in making attributes for play activities: this includes sewing special clothes for roles, beds and clothes for dolls, purchasing containers for storing attributes, and making the attributes themselves for games.
• Role-playing games are planned systematically in all groups. Recommendations for planning the required number of games, thematic diversity, and matching the goals of the games with respect to age characteristics are taken into account and implemented by teachers.

1. Assessment of gaming knowledge, skills and abilities in children showed:

• The level of development of playing qualities in all groups corresponds to age. In the younger group, children are actively taught the ability to invent and act out a simple plot, take on a role and perform role-playing behavior. Self-service skills are not fully developed; children do not know how to independently tidy up the attributes, equipment, and toys they use after finishing the game. In the older group, children play out only one plot; the introduction of an additional plot and roles complicates the development of the game. Not all children master the distribution of roles - they simply wedge themselves into the game and, if the players do not object, play in concert with them or in parallel. Substitute items are actively used in this group. Children play with enthusiasm and desire, and are well oriented in the play space of the group. In the pre-school group, children are able to clearly assign roles and perform role-playing behavior, set a goal and find the means to achieve it. Children feel a sense of responsibility for fulfilling the role assigned to them, but without the teacher’s prompting, the plot of the game does not develop; children are carried away by one game action that is of interest to them.
• In all groups, children have a sense of responsibility for fulfilling the role assigned to them, fulfill ethical standards of behavior during play, follow the rules for using toys, and do not know how to complete the game.

Based on the results of thematic control, the following conclusions can be drawn:

• The level of development of role-playing games and work in this direction by the teaching staff can be assessed as average. And the conditions for the game, and the preparedness of teaching staff, and planning, and cooperation with parents - all these areas require close attention and in-depth work of the entire team.

• An assessment of the conditions created in the group for children’s play activities showed that the conditions were created in all groups of preschool educational institutions, but required diversity.
• Basically, children's gaming knowledge, skills and abilities are formed. Children play actively and with interest, following the rules.

Recommendations:

1. To improve the conditions for play activities that provide a new quality of education.

1. To study the theoretical basis for organizing a role-playing game in accordance with the Federal State Educational Standard.

1. Involve parents in organizing gameplay in preschool educational institutions.

Head of MBDOU

“Ilan kindergarten No. 50” E.Zh. Kharchikova

Deputy Head VMR E.Ya. Storozhenko

Senior teacher S.Yu. Gamolka

My kindergarten

1. Name. “The state of development of play activity of children of younger and early age”
2. Target. Find out the state of work on play activities in preschool institution N
3. Terms of conduct. From ___ to ___
4. Thematic control plan.

Working materials for control: – Indicators of the development of play activity at different stages of preschool childhood. -Diagnostics of game development. -Questionnaire of professional skills of a teacher. - Map of analysis of self-education of educators - Protocol of examination of the subject-development environment. -Map of analysis of visual information for parents.

Visual information analysis map for parents

Map of self-education analysis for educators

Indicators of development of play activity of early and younger ages

Teacher professional skill map

Protocol for examining the subject-development environment

Questionnaire of professional skills of teachers on the topic “Development of play activities of children of early and early preschool age”

Dear teachers! Please mark the answer that suits you best.

1. What is the leading activity in young children?

A. Subject activity B. Educational activity C. Game activity D. Communication activity

2. What is the leading activity in preschool children?

A. Subject activity B. Educational activity C. Game activity D. Communication activity

3. What is the play of a young child based on?

A. On the desire to learn new things B. On the desire to get joy from playing C. On the desire to communicate with other children D. On the desire to explore toys and objects

4. What is the play of a preschool child based on?

A. On the desire to learn new things B. On the desire to get joy from playing C. On the desire to communicate with other children D. On the desire to explore toys and objects

5. What do you think is the purpose of children's play?

A. The goal is the process of play itself B. The goal is the child’s ability to play with objects C. The goal is the ability to share toys and communicate with other children D. The goal is to develop the child’s imagination

6. When is a young child’s play most effective?

A. In the child’s independent activity B. In partnership between the child and an adult C. With the teaching guidance of an adult D. Neutral observation of an adult and assistance as needed

7. When is the play of a preschool child most effective?

A. In the child’s independent activity B. In partnership between the child and an adult C. With the teaching guidance of an adult D. Neutral observation of an adult and assistance as needed

Further questions require a free answer.

8. List the types of games you know

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9. What methods and techniques do you use in your work to develop children’s play activities?

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Author: Yulia Nikolaevna Tarasova , senior teacher, State budgetary educational institution secondary school N2107, structural unit N1277, Moscow.