Master class for teachers of preschool educational institutions “Games and techniques of socio-game technology”

in the work of a teacher-organizer"

Developed

Murashova I.Yu.

teacher-organizer

MBOU USOSH No. 4

Play, along with work and learning, is one of the main types of human activity, an amazing phenomenon of our existence.

By definition, a game

- this is a type of activity in situations aimed at recreating and assimilating social experience in which self-government of behavior is formed and improved.

In human practice, gaming activity performs the following functions:

— entertaining

(this is the main function of the game - to entertain, give pleasure, inspire, arouse interest);

— communicative:

mastering the dialectics of communication;

- function of self-realization

in the game as a testing ground for human practice;

— play therapy:

overcoming various difficulties that arise in other types of life;

— diagnostic:

identification of deviations from normative behavior, self-knowledge during the game;

— correction function:

making positive changes to the structure of personal indicators;

— interethnic communication:

the assimilation of socio-cultural values ​​common to all people;

- socialization:

inclusion in the system of social relations, assimilation of the norms of human society.

Most games have four main features:

— free

developmental activity
,
undertaken only at the request of the child, for the sake of pleasure from the process of activity itself, and not just from the result;

— creative,

the largely improvisational, very active nature of this activity;

— emotional elation

activities, rivalry, competitiveness, competition, etc. (sensual nature of the game, “emotional tension”);

— Availability

direct or indirect
rules
reflecting the content of the game, the logical and temporal sequence of its development.

Observation shows that many modern children do not know how to organize their activities and fill them with meaning. Many people do not have a developed imagination, they are creatively lacking initiative, and do not know how to think independently. The poverty and primitiveness of the game has a detrimental effect on the communicative development of children - after all, communication occurs mainly in joint play. It is its rules, plot, distribution of roles that are the main content of communication. By playing and performing various game roles, children learn to see events from different positions, taking into account the actions and interests of others, and observe norms and rules. Otherwise, there will be no meaningful communication or joint activities.

The educational significance of the game and its comprehensive influence on the development of the child cannot be overestimated. Play is organically inherent in childhood and, with skillful guidance from adults, can work wonders. She can turn a lazy person into a hard worker, a ignorant person into a knowledgeable person, and an incompetent person into a craftsman. Like a magic wand, a game can change children’s attitude towards what sometimes seems too ordinary, boring, and boring to them. This is its phenomenon that, being entertainment and relaxation, it can develop into learning, creativity, therapy, a model of the type of human relationships and manifestations in work.

The game helps the teacher unite the children's team and include withdrawn and shy children in active activities.

Games instill conscious discipline; children are taught to follow rules, justice, the ability to control their actions, and correctly and objectively evaluate the actions of others.

Play for children is an important means of self-expression and a test of strength.

A game is a special type of activity. Firstly

, because it’s nice to play, it’s easy to play, it’s fun to play, in the game we live a happy state.

Let's ask kids and teenagers whether they like to play and whether they want to play now? We will hear a unanimous answer: “Yes!” Let's ask high school students, long-legged, deep-voiced, broad-shouldered, if they like to play, so serious and important. Their answer will be outlined by the shining brilliance of their illuminated eyes and will be complemented by a restrained, but so unanimous: “Yes!” We, teachers, are just as happy to join the game. Man is a “playing man.”

Secondly

, targeted content located within the game itself, within the game, gives weight to every moment of the game. They play to play. They enjoy the game process, and achieving the goal only crowns the pleasure they receive. Knowing this, a person enters the game openly, without fear or fear, because he accepts the common attitude towards the game as a frivolous matter - one that cannot shake his authority and undermine his reputation. Carried away by the progress of the game, he forgets about his authority, he is not at all concerned with the external impression of the actions performed. He plays like crazy.

Third,

any game contains elements of other types of activities, which means it has the ability to introduce a person to some type of activity that has not yet been mastered by a person. This is why play is a serious matter from the point of view of a child’s development: through play, he enters the world of human activity already somewhat equipped and prepared. The game provides an opportunity to quietly master some skills necessary for cognitive, labor, artistic, sports activities, and for communication.

Fourthly,

the game has a minimum number of rules, it is not difficult to follow them, and everything else is a field for the free manifestation of the individual “I”. The simple plot of the game allows each player to build their own version of the plot development of the game. This adds intrigue and keeps the interest of the players at a high level of activity. Both children and old people dream of freedom. The freedom to express your own autonomous world, with its complexity and dissimilarity, strangeness and uniqueness, brings happy experiences. Therefore, the game is diagnostic in nature.

Fifthly,

game is the most democratic type of activity, in the game everyone is equal and everyone experiences happiness from equality, which is lacking in the social world. The child finds himself in a democratic environment: no one remembers his educational failures, deplorable behavior or brilliant grades, excellent diligence. The game is communication on equal terms.

The structure of the game as an activity organically includes goal setting, planning, goal implementation, as well as analysis of the results in which the individual fully realizes himself as a subject. The motivation of gaming activity is ensured by its voluntariness, opportunities for choice and elements of competition, satisfying the need for self-affirmation and self-realization.

The concept of “ game pedagogical technologies”

includes a fairly extensive group of methods and techniques for organizing the pedagogical process in the form of various pedagogical games.

Unlike games in general, a pedagogical game has an essential feature - a clearly defined learning goal and a corresponding pedagogical result, which can be justified, identified explicitly and characterized by an educational-cognitive orientation.

Any technology has means that activate and intensify human activity. The use of games as a means of teaching and education has been known since ancient times. The game is widely used in folk pedagogy, in preschool institutions and in additional education institutions. To characterize the game as a developmental pedagogical technology, it is necessary to establish the main distinctive features of the game as a method and technique in the pedagogical process. In modern school the game method

used in the following cases:

• as an independent technology for mastering new concepts;
• as an element of a broader technology,
• as technologies for out-of-school work.

Implementation of gaming techniques

occurs in the following directions:

• the pedagogical goal is set for students in the form of a game task;
• an element of competition is introduced as motivation, which transforms the pedagogical task into a game one;
• educational activities of schoolchildren are subject to the rules of the game;
• educational material is used as a means of play;
• successful achievement of a pedagogical goal is associated with the game result.

Game technologies in the teaching and upbringing of children of middle and high school age

are distinguished by their qualitative originality.

• psychophysiological justification
  : In the behavior and activities of adolescent children, there is an intensification of the need to create their own world, the desire for adulthood, the rapid development of imagination, fantasy, and the emergence of spontaneous group games. Features of the play of adolescent children are the child’s focus on self-affirmation in front of society, a humorous coloring of events, a desire for practical jokes, and a focus on speech activity.
• pedagogical principle :
  As a rule, teachers turn to this type of game as “business games” as educational gaming technologies. Various modifications of business games are used in the educational process: simulation, operational, role-playing business games, business theater, psycho- and sociodrama. To effectively organize pedagogical interaction, the teacher’s tactics can be built in accordance with certain stages of the business game: preparation, introduction to the game, conducting and analyzing the progress of the game.
• solving pedagogical problems:
  Game technologies are used to achieve complex pedagogical tasks: mastering new and consolidating old material, developing creative abilities. Game technologies in the upbringing and teaching of adolescent children, on the one hand, contribute to the development of mature social attitudes of a teenager, on the other hand, they help compensate for information overload and organize psychological and physiological rest.

The technology of game forms of education is aimed at teaching students to understand the motives of their learning, their behavior in the game and in life, i.e. formulate goals and programs for one’s own independent activities and anticipate its immediate results.

Gaming technologies fulfill the following range of target orientations:

• didactic: broadening one's horizons, cognitive activity; application of knowledge, skills and abilities in practical activities; formation of certain skills and abilities necessary in practical activities; development of labor skills;

• educational: nurturing independence, will; fostering cooperation, collectivism, sociability, and communication skills;

• developing: development of attention, memory, speech, thinking, skills to compare, contrast, find analogies, imagination, fantasy, creativity, reflection, ability to find optimal solutions, development of motivation for educational activities;

• socializing: familiarization with the norms and values ​​of society; adaptation to environmental conditions; stress control, self-regulation; communication training; psychotherapy.

Gaming technologies vary:

• by type of activity (intellectual, i.e. mental; correctional; psychological; physical, i.e. motor, labor);
• by the nature of the pedagogical process (teaching, training, controlling and generalizing; cognitive, educational, developmental; creative; communicative; diagnostic, career guidance,
• using gaming methods (subject-based, plot-based, didactic, role-playing, business, simulation).

And finally, the specifics of gaming technology are largely determined by the gaming environment: there are games with and without objects, tabletop, indoor, outdoor, on-site, computer and with TSO, as well as with various means of transportation.

In my work with children, I use gaming technologies to solve the following pedagogical problems: broadening their horizons; development of attention, memory, speech, thinking, imagination, fantasy, creative abilities; fostering communication, activity, and increasing self-esteem.

To do this, I use active, intellectual, business, role-playing, educational, developmental, plot and role-playing games.

During the game, I manage to get to know my students better, their character, habits, organizational skills, creative abilities, which allows me to find the most correct ways to influence each of the children.

Therefore, I direct my primary attention to creating the best psychological atmosphere in the team as an indispensable condition for game action. When organizing collective games, I involve each child in playing roles; Together with the children, I prepare the necessary materials and attributes for the game. In joint work, children develop an interest in the content of the game, future roles and plot development; I directly participate in the game, playing a playing role along with the children.

By taking on a role in the game, I have the opportunity to naturally (from the inside) see the entire game; control the correct execution of game actions related to the use of knowledge and skills; in case of difficulties, provide assistance in the form of questions, clarifications, advice; emphasize and approve the successes of children, attracting the attention of the team; evoke positive emotions and mood; stimulate initiative and creativity.

I provide an individual approach to children (I take into account the knowledge, interests, abilities, playing skills and abilities of each child):

• I select roles that correspond to the child’s capabilities, gaming interests and skills;
• I offer solutions to feasible tasks that lead to the development of self-confidence, activity and independence;
• I maintain an atmosphere of goodwill and creativity, creating special situations for shy and insecure children.

During the game, it is extremely important to maintain the ethics of relationships, preventing children from making offensive and rude attacks against each other, which they may make in their temper. Here, a lot depends on our tone, which should combine softness, cheerfulness, clear management, excluding a careless attitude towards a person.

The final stage of each game is reflection. Children usually say: “It was interesting and good for me... I realized that... Now I will try...”. Let me give an example of one statement from a teenager: “I have never heard that a man should have two handkerchiefs with him, one for himself, the other for a lady who suddenly needs help.”

And now I invite you to take part in the games that I play with my children.

To expand children’s vocabulary and speech development, I conduct educational games, for example, “Sound Chains” and “Don’t Say Yes and No...”.

Game "Sound Chains". Rules of the game: The first player says the word. The next player comes up with a word so that the last syllable of the spoken word becomes the first syllable of the new word. For example: car - people - relatives - nanny...

The game “Sound Chains” is being played

The ancient folk game “Don't say Yes and No…” is very popular with all children. It develops the speed of switching and distribution of attention, cognitive activity. Rules of the game: the driver says:

Grandmother sent a hundred rubles,

Buy what you want,

Don't take black and white.

Don't say “Yes” and “No”.

Players are then asked to answer questions without saying “yes,” “no,” “black,” or “white.”».

Whoever breaks the rules is eliminated from the game.

Sample questions:

• Do you like winter?
• Don't you get cold?
• What color is the snow?
• Why are you wearing a white blouse?
• Do you know how to skate?
• What color are they?
• Will you go to work tomorrow?
• What color is the ceiling in your club?

The game “Don’t say “Yes” and “No” is being played...”

In order to develop attention and mathematical abilities, you can play with children intellectual games “Find out your number”, “I won’t tell” and “With a calendar sheet”.

Game "Find out your number." Rules of the game: four people are called and a sign with a number is pinned to each person’s back. No one should know what number he got, but the sum of the numbers (21) is announced to everyone. The task of each player is to determine what number is on his back. The only way to find out is to look at what numbers are on the backs of the other three players and subtract the sum of these numbers from the announced sum - 21. But none of the players are interested in showing their number. Therefore, everyone moves carefully, trying to get behind the other players in order to find out all the numbers as quickly as possible and at the same time hide their own. Standing still, leaning against the wall, is not allowed. Spectators should sit silently and not give any hints. The first one to name their number wins.

The game “Find out your number” is being played

Game “I won’t tell!” 1st version of the game:

The players stand in a circle and throw the ball to each other, while calling out numbers in order up to 30, but instead of even numbers they say “I won’t tell!”

2nd option

: instead of numbers that are divisible by 3, say “I won’t tell!”

The game “I Won’t Tell” is being played

Game "With a calendar sheet." Contents of the game: All players are pinned on their chests with a piece of paper from the tear-off calendar. Tasks:

• Line up by days of the week (Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday);
• Find yesterday's day (for example, "December 7" if today is "December 8");
• Gather together so that the sum of the numbers on the pieces of paper is equal to 19 (9+8+2), 25 (15+9+1), 30 (20+9+1);
• Get together so that 2012 is formed.

Gaming technologies in kindergarten

Methodological development of Safronova Aleksandrovna / Inna Safonova and Mironova Irina Valerievna / Mironova Irina, teachers of the MBDOU CRR “Kindergarten No. 166”, Voronezh, Kominternovsky district

In the Big Encyclopedic Dictionary, the concept of game is stated as follows: “Game is a type of unproductive activity, the motive of which lies not in its results, but in the process itself. It is important in the upbringing, training and development of children as a means of psychological preparation for future life situations.” Thus, the game as a reflected model of behavior, manifestation and development of complex self-organizing systems includes various life scenarios in which the foundations of self-development and self-expression are laid.

The following game functions are distinguished:

• sociocultural (game is the strongest means of socialization of a child, which includes both socially controlled processes of targeted influence on the development of personality, children’s assimilation of knowledge, spiritual values ​​and norms inherent in society, and spontaneous processes influencing the formation of a child);
• interethnic communication (games make it possible to simulate different life situations, look for a way out of conflicts without resorting to aggressiveness, teach a variety of emotions in the perception of everything that exists in life);
• self-realization of the child in the game (the game allows, on the one hand, to build and test a project for relieving specific life difficulties in the child’s practice, on the other hand, to identify the lack of experience);
• communicative (any gaming society is a collective that acts in relation to each player as an organizing and communicative principle, which has a great quality of communicative connections);
• diagnostic (the game is predictive, it is more diagnostic than any other human activity);
• play therapy (game can and should be used to overcome various difficulties that arise in a child’s behavior, communication with others, and learning);
• correctional (the game consolidates acquired abilities as non-situational);
• entertaining (game is the only activity that takes the child beyond his immediate experience, and any place he occupies in the game is unique).

Thus, play is a special type of activity, since, firstly, during play activity a person exercises and develops, and secondly, play gives every preschooler the opportunity to approach the world of adults to some extent prepared, mastering cognitive, labor, sports and other activities; thirdly, play is the most democratic type of activity in which equality is guaranteed by role distribution.

In the conditions of the educational process, the game leads to a number of methodological conclusions: in any game there are rules of the game, each specific rule contains a goal, as well as elements of improvisation when choosing the optimal course of action in harsh conditions.

Therefore, when preparing any type of game, it is necessary to take into account a number of mandatory requirements:

• clear instructions for a specific type of work are provided;
• criteria for evaluating all types of work have been determined;
• teams of game participants were created;
• prizes and awards for the winners have been thought out.

An important function in the organization of play activities is performed by the teacher. During the game, the teacher must be fluent in the following communicative operations:

• the ability to ask unexpected questions and pretend that these questions sound random;
• prepare tentative answers to random questions;
• the ability to read the true meaning of children’s behavior from “extra” movements and gestures;

Thus, having briefly examined gaming technologies in the educational process of a preschool educational institution, we can formulate the following:

• the result of gaming activity is not a goal, but a means of training and developing the personal qualities of the players;
• the game contains the opportunity to satisfy the child’s unconscious or subconscious drives and needs in imaginary activities;
• the game allows you to gain inner freedom;
• the relationship between improvisation, freedom of behavior of the student and the rules regulating the actions of participants in play activities is a dialectical unity, it is not violated and creates in preschoolers a feeling of naturalness and ease of their behavior in educational situations. Theory of gaming technology in kindergarten

What is technology?

Like any technology, pedagogical technology is a process in which a qualitative change in the impact on the student occurs.

Types of educational technologies

• "Health-saving" technology

• TRIZ technology
• Problem-based learning technology
• Maria Montessori technology.
• "Game" technology, etc.

Basic requirements (criteria) of pedagogical technology:

• Conceptuality
• Systematicity
• Controllability
• Efficiency
• Reproducibility

Conceptuality is reliance on a certain scientific concept, including philosophical, psychological, didactic and socio-pedagogical justification for achieving educational goals.

Systematicity – technology must have all the features of a system:

• logic of the process,
• the interconnection of its parts,
• integrity.

Manageability – the ability to set diagnostic goals, plan, design the learning process, stage-by-stage diagnostics, vary means and methods in order to correct results.

Efficiency - modern pedagogical technologies that exist in specific conditions must be effective in terms of results and optimal in terms of costs, guarantee the achievement of a certain standard of training.

Reproducibility – the possibility of using (repetition, reproduction) of educational technology in educational institutions, i.e. (technology as a pedagogical tool must be guaranteed to be effective in the hands of any teacher who uses it, regardless of his experience, length of service, age and personal characteristics).

Educational Technology Structure

The structure of educational technology consists of three parts:

• The conceptual part is the scientific basis of the technology, i.e. psychological and pedagogical ideas that are embedded in its foundation.
• The content part is the general, specific goals and content of the educational material.
• The procedural part is a set of forms and methods of children’s educational activities, methods and forms of the teacher’s work, the teacher’s activities in managing the process of mastering the material, diagnostics of the learning process.

Thus, it is obvious: if a certain system claims to be a technology, it must meet all of the listed requirements.

“Game technology,” in addition to the above criteria, must meet psychologically sound requirements for the use of game situations in the educational process in kindergarten, creating the opportunity for the child to take on the role of a character acting in a game situation. This organization of joint activity between the teacher and the child is a means of recreating some elements of the game and helps to bridge the gap that arises during the transition from leading play to learning activities.

A game or elements of a game, appropriately included in teaching, give a specific, relevant meaning to the educational task, mobilize the mental, emotional and volitional forces of children, and orient them towards solving the assigned tasks.

Play is one of the wonderful phenomena of life, an activity that seems useless and at the same time necessary. Unwittingly charming and attracting people as a vital phenomenon, the game turned out to be a very serious and difficult problem for scientific thought.

Thus, play, along with work and study, is one of the main types of human activity, an amazing phenomenon of our existence.

By definition, a game is a type of activity in situations aimed at recreating and assimilating social experience, in which self-control of behavior is developed and improved.

Game Features

• entertaining (this is the main function of the game - to entertain, provide satisfaction, inspire, arouse interest);
• communicative: mastering the dialectics of communication;
• self-realization in the game as a testing ground for human practice;
• play therapy: overcoming various difficulties that arise in other types of life activities;
• diagnostic: identifying deviations from normative behavior, self-knowledge during the game;
• correction function: introducing positive changes into the structure of personal indicators;
• interethnic communication: the assimilation of socio-cultural values ​​common to all people;
• socialization function: inclusion in the system of social relations, assimilation of the norms of human society.

Four main features inherent in the game

• free developmental activity, undertaken only at the request of the child, for the sake of pleasure from the process of activity itself, and not just from the result (procedural pleasure);
• the creative, largely improvisational, very active nature of this activity (“field of creativity”);
• emotional elation of activity, rivalry, competitiveness, competition, attraction, etc. (sensual nature of the game, “emotional tension”);
• the presence of direct or indirect rules reflecting the content of the game, the logical and temporal sequence of its development.

The structure of the game as an activity –

• Goal setting
• planning,
• goal realization,
• analysis of the results in which the individual fully realizes himself as a subject.

Game structure as a process –

• roles taken on by those playing;
• game actions as a means of realizing these roles;
• playful use of objects, i.e. replacement of real things with game, conditional ones;
• real relationships between the players;
• plot (content) is an area of ​​reality that is conventionally reproduced in the game.

Game as a teaching method

• as independent technologies for mastering a concept, topic, or even a section of an academic subject;
• as elements (sometimes very significant) of a broader technology;
• as a lesson (lesson) or part of it (introduction, explanation, reinforcement, exercise, control);

The concept of “game pedagogical technologies” includes a fairly broad group of methods and techniques for organizing the pedagogical process in the form of various pedagogical games. Unlike games in general, a pedagogical game has an essential feature - a clearly defined learning goal and a corresponding pedagogical result, which can be justified, identified explicitly and characterized by an educational-cognitive orientation.

Based on the nature of the pedagogical process, the following groups of games are distinguished:

• teaching, training, controlling and generalizing;
• cognitive, educational, developmental;
• reproductive, productive, creative;
• communicative, diagnostic, career guidance, psychotechnical, etc.

Typology of pedagogical games according to the nature of the game methodology

• subject,
• plot,
• role-playing,
• business,
• imitation
• dramatization games

The specifics of gaming technology are largely determined by the gaming environment: there are games with and without objects, tabletop, indoor, outdoor, on-site, computer and with TSO, as well as with various means of transportation.

Specifics of gaming technology

Game environment:

• games with objects
• without objects,
• desktop,
• indoor,
• street,
• on the ground,
• computer
• with TSO,
• with various means of transportation.

Gaming technology

It is built as a holistic education, covering a certain part of the educational process and united by common content, plot, and character. It includes sequentially:

• games and exercises that develop the ability to identify the main, characteristic features of objects, compare and contrast them;

• groups of games to generalize objects according to certain characteristics;
• groups of games, during which preschoolers develop the ability to distinguish real from unreal phenomena;
• groups of games that develop the ability to control oneself, speed of reaction to a word, phonemic awareness, ingenuity, etc.

At the same time, the game plot develops in parallel with the main content of training, helps to intensify the educational process, and master a number of educational elements.

Compiling gaming technologies from individual games and elements is the concern of every educator.

Literature

1. G.K. Selevko “Modern educational technologies”, M. 2006.
2. NOT. Shchurkova “Workshop on pedagogical technology”, M. 2001.
3. Shmakov S.A. “Students’ games are a cultural phenomenon,” M.: New School, 1999.