Socio gaming technology in accordance with Federal State Standards. Consultation on “socio-game technology in organizing educational activities for preschoolers

Target: increasing the professional skills of teachers in the process of active pedagogical communication to master work experience in the use of socio-game technology in working with preschoolers. Building effective team interaction.

I. Theoretical part.

Since the Federal State Educational Standard is being introduced into the educational process of preschool educational institutions and the content of education becomes more complex over time, traditional methods are naturally replaced by such methods of teaching and upbringing that are aimed at the comprehensive development of the child’s personality.

In order for a person to be an active participant in public life, and to realize himself as an individual, it is necessary to constantly demonstrate creative activity, be independent, have the opportunity to develop your abilities, constantly learn new things and improve yourself.

Such a modern educational technology as a socio-game, the authors of which are: E. Shuleshko, A. Ershova and V. Bukatov.

Studying this area, we determined the main goal of our work - to show the role and importance of socio-game technology in the social and personal development of children, as well as to organize the activities of children in an atmosphere of mutual understanding.

1) Conduct a theoretical analysis of the literature on the problem of the issue being studied, clarify the essence of the concept of “social and personal development” and “socio- gaming technology»;

2) In the process of studying the literature, determine the state and prospects for the development of the issue under consideration in relation to preschool educational institutions;

3) Identify the influence of socio-gaming technologies on the social and personal development of children preschool age.

Since play is the leading one in preschool age, the creation of conditions for its formation as an activity is of particular importance. An important role in this is played by the use of a socio-game learning style.

The socio-game style of learning seeks ways for children to communicate with adults in a way that... This happens when in class. The combination of these two conditions creates a socio-game atmosphere in the classroom.

Hence the term: What is socio-game pedagogy?

Pedagogical art that allows you to combine movement, variability and work in small groups.

Absences MOVEMENTS - once!

If the children were inactive during the lesson, then there was most likely no socio-play style in such a lesson.

,VARIABILITY - two!

If during the lesson there were not at least two or three changes in the roles and types of activities of the children, then we can safely say that the “direction of the lesson” was not entirely social and playful.

Lack of work in SMALL GROUPS - three!

If about the progress of preschoolers' classes (but only with a teacher), then socio-game pedagogy “didn’t come close” to such a lesson.

If socio-game technology promotes: movement (children are active in the classroom); change, diversity, variability in mise-en-scène, roles and activities; insecure children overcome indecision; independence, initiative, communicative communication and rapprochement between the teacher and children, then it should be assumed that correctly selected games and tasks by the teacher will help increase children’s motivation for classes, obtaining new knowledge, and learning the unknown.

1. Position of the teacher: teacher is an equal partner

2. Removing the judging role from the teacher helps to remove the fear of error.

3. Freedom and independence of children in choosing ZUN

4. Change of scenery, i.e. situation

5. Focus on individual discovery

6. What is difficult is interesting.

7. Movement or activity.

8. Life of children in small groups

9. The principle of polyphony: you chase 133 hares, look and catch a dozen

1. A game for working spirit.
2. Warm-up games.

5. Freestyle games that require movement.

This technology can be used both in classes and when organizing free activities for children. This makes it possible to unite children with a common cause or joint discussion. individual work and turning it into a collective one, where every child can feel like a part of this team.

II. Practical part.

Games for a working mood.

And now I suggest you imagine yourself as children and play the games that the authors of this technology offer. Since the technology proposes a certain sequence of games, the first game for a working mood.

Naughty bell, form a circle with the guys

On the right is a friend and on the left is a friend

Let's hold hands together and smile at each other.

You are pleased when people say kind things to you, pleasant words? I have a “Magic” box in my hands. I suggest you take turns passing the box around in a circle while complimenting each other. Little by little our box will be filled with kind, affectionate words.

And so that our work can be coordinated, I suggest you play the game “Let’s Play in the Orchestra.” This game promotes team unity and develops attention. Select by musical instrument. Now I will clap or stomp my foot. When I clap, those wearing trousers play their musical instruments. And when stomp is played by those who are wearing skirts or dresses. Moreover, it is difficult for everyone to do this at the same time. (the game is repeated several times until all players do it at the same time).

Warm-up games(united by their universal accessibility, quickly emerging excitement. They are dominated by the mechanism of active and psychologically effective relaxation)

Now choose a friend, the one with whom you would most like to communicate. I suggest you play the game “Mirror”, where one looks into the “Mirror” and performs some movement, and the other repeats these movements after him. After a while you need to change places.

This game promotes a working mood, develops observation and communication skills.

Once the children are ready to work together, they can move on to being divided into teams. I propose to divide into teams according to the season of birth (those born in the summer - one team, in the fall - another, etc.)

Next, interaction games are used. I offer you the game “Write a poem using 4 words” - aimed at joint creative activity in a microgroup, at developing imagination: You need to compose a poem in a microgroup within 1-2 minutes according to the following scheme: 1-2 and 3-4 lines should rhyme between themselves. (As an example, we can offer rhymes to different parts speeches - Nouns: cancer - poppy, flower - petal, joke - minute, etc. Verbs: jumped - galloped, played - danced, etc. Adjectives: wonderful - lovely, eggy - wheaten, etc. Adverbs: wide – far, deep – high). Example: I came to the garden today, Slava was very glad to see me. I brought him a horse, and he gave me a spatula.

And now I offer you the game “Cut Picture” - aimed at uniting children into microgroups: Each of the participants must take one fragment of the picture on the table and find their team (unite with those who got the parts that are necessary to compose the whole picture). Then you need to sit down according to commands.

So, you have united in micro groups. I invite each microgroup to draw a landscape that matches the picture you got. Moreover, all members of the microgroup will need to draw on one sheet of paper. The game is aimed at instilling communication skills: the ability to negotiate, to do one job together.

Reflection. – now let’s open our “magic” box and that’s it good words, which we told each other at the beginning we will give to each of us.

Thank you for your work.

III. Final part.

Working in in this direction, we assume that as a result of using socio-game technology in working with preschoolers, we will be able to achieve the following results:

they will not have a feeling of fear for making a mistake.

Workshop for preschool teachers.

1. To form an idea among teachers about the possibilities of using socio-game technology in organizing the educational process in accordance with the Federal State Educational Standard;

2. Teach the techniques of socio-game technology;

3. Arouse among the participants of the master class an interest in socio-game technology and a desire to develop their creative potential.

4. Develop the creative activity of the teaching staff.

The problem of socialization is not new, but it still remains one of the most relevant due to the transformation of certain value orientations both in the process of development of society and in the process of raising a child. Childhood as a special cultural reality from the point of view of social status is important because it is during this period that the main stage of human socialization occurs - the period of laying the basis of personality, the foundations of human culture. On the other hand, the process of socialization in preschool age is characterized by a certain social immaturity of the child (lack of formation of stable social attitudes, sufficient volume social experience etc., which complicates the process of his social adaptation and does not allow the child to be effective in all problematic situations.

Long-tested methods contained in socio-game pedagogy help to make the conditions for the development of preschoolers the most appropriate for their psyche.

The socio-game learning style seeks ways for children to communicate with adults, in which tedious coercion gives way to passion.

The most important component of this technology is physical activity and communication skills and skills.

Socio-game technology is the development of a child in playful communication with peers.

The use of this technology contributes to the realization of children’s need for movement, preserving their psychological health, as well as the formation

communication skills in preschoolers.

Socio-game pedagogy, or socio-game style of teaching, or mood pedagogy is based on the principle of organizing classes as a game.

Basic conditions

Movement - under any pretext. So that they can move, negotiate, assume and arrange, and understand in their own way. To save

each child as a person speaking (to other people, listening (to other people), acting (together with others).

In all types of activities, go according to the children's capabilities.

Do not impose your ideas on children, but create conditions for children to express their own ideas.

Principles of leadership in social gaming technologies:

The teacher is an equal partner. He knows how to play interestingly, organizes games, invents them.

Removing the judicial role from the teacher and transferring it to children predetermines the removal of the fear of mistakes in children.

Freedom and independence in children’s choice of knowledge, skills and abilities. Freedom does not mean permissiveness. This is the subordination of one's actions to general rules.

Changing the mise-en-scene, that is, the environment when children can communicate in different parts of the group.

Focus on individual discovery. Children become partners in the game.

Overcoming difficulties. Children are not interested in what is simple, but what is difficult is interesting.

Movement and activity.

The social game methodology involves the integration of areas.

This gives positive result in the field of communication, cognition,

emotional-volitional sphere, more intensively develops intellectual

children's abilities compared to traditional education, promotes

speech, artistic-aesthetic, social, physical development.

Development of interaction in the “child-child”, “child-parent”, “child-teacher” systems to ensure emotional well-being;

Correction of aggressive, impulsive behavior;

Creating conditions for the development of personal qualities;

Formation of skills and abilities of friendly communicative interaction;

Development of full-fledged skills interpersonal communication, helping the child understand himself.

And for the practical applicability of socio-game technology, I invite you to play a little in the role of children and play with me.

Sequence of introduction of games:

1. Games-tasks for a working mood:

Each lesson always begins with a greeting, which performs the important functions of establishing an emotionally positive contact with the child and shaping his focus on his peer and interest in him. The greeting should be addressed to each participant, without exception, thereby highlighting its importance. Welcome initiative at the outset play activities belongs to the teacher. At the beginning of the play session, children sit in a circle with the teacher on chairs or on the carpet. In addition to individual, personality-oriented greetings, the whole group is welcomed, uniting children into a single whole, which contributes to the formation of an upbeat, joyful mood and positive orientation. (say hello with body parts, passing the object, with applause)

You can offer to sing a choral song about friendship, good mood

- “Shadow - shadow”, “Stand on your fingers”, “Stand up, I’m looking at someone”, “Flying - not flying.”

Children fill out a “Mood Card”, which notes the mood in which the child came to class. Drawing the sun means that the child is in a good, joyful mood. Drawing a leaf – an even, calm mood. Drawing a cloud means sadness, resentment. Drawing lightning is anger. “Mood maps” are analyzed.

« Magic wand»

The “magic wand” (pen, pencil, etc.) is transmitted in any order, the transmission is accompanied by speech according to a predetermined order-rule.

Options: the transmitter names a noun, the receiver names an adjective to it.

2. Games for social and playful involvement in business, during the implementation of which business relationships between the teacher and children, and children with each other, are built. Development of partner communication skills. It is important that each child feels important and belongs to the group, contributes to the common cause by sharing ideas.

This can be joint planning with the children. There are two possible cases here. The decision to choose a game is made as a result of a general group discussion, when all group members, including the teacher, take turns expressing their proposals and discussing them.

Joint planning and development of a group decision have a significant corrective effect on the child’s personality.

3. Game warm-ups - are united by their universal accessibility and quick excitement. They are dominated by the mechanism of active and psychologically effective rest.

“Clockwork Men”, “Giant Dwarfs”, “Compliment”, “Make a Word”, “Living Alphabet”, “Touch It”.

Children especially like the following games: “Changers”, “Stand up those who have...”, “Affectionate Chalk”, “Pass the Motion”, “Molecule”, “Shadow”, “Confusion”: they evoke in children the ability to feel their partner, to come agree with him, thereby creating a trusting and friendly atmosphere in the group.

"Hands-legs"

The players sit (on chairs, on the carpet). The teacher (child) claps 1 time - a command to the hands (raise, lower, on the belt, behind the head, etc., claps 2 times - a command to the legs (stand up, sit down, cross, etc.).

The sequence of movements (claps, tempo may vary.

“Words starting with one letter (sound)”

The game begins with the words “I see...”

4. Tasks for creative self-affirmation are tasks the implementation of which implies an artistic and performing result.

Children can use the experience gained in play interaction in productive activity. EXERCISE – “DRAWING IN A CIRCLE”.

All members of the team begin each on their own sheet of paper, indicating on it in the corner their name, drawing, something important for themselves. Then, upon a signal, all participants simultaneously transfer their drawings to their neighbor and continue the neighbor’s drawing. The group draws until everyone gets their piece of paper back. Then you need to stand up and describe your drawing (plan).

Writing a fairy tale, general history

Game "Image of objects".

Goal: to develop observation, imagination, and the ability to see others.

Progress: The child uses facial expressions and gestures to depict the object, the other children guess it. Whoever names it correctly becomes the leader.

"Body in Action"

The teacher invites the children to come up with a certain pose (photograph) of something (looking at a picture, reading, doing articulatory gymnastics, etc.). The player demonstrates his “photo”, the others guess, comment, show guessing actions, and compare the “photos”.

The final part is important - it is a kind of summing up, reflection on what happened in the lesson and providing conditions for a smooth transition from the “world of freedom, fantasy and games” to the “world of reality and responsibilities.”

To sum up, at the end of each lesson, the children again sit in a circle and exchange impressions and opinions.

The final touch that brings an end to the gaming activity is the ritual. Quiet, calm music is used. Children stand in a circle, hold hands and convey to each other a good mood and a smile for the whole day. At the end of the lesson, children fill out a “Mood Map” of how they feel after the games.

The completion ritual plays an important role in the formation of a new positive system of “child-adult” relationships - relationships of trust and mutual understanding.

The main functions of a teacher leading play classes are to create an atmosphere of acceptance of the child: emotional empathy for the child; reflection and verbalization of his feelings and experiences in the most accurate and understandable form for the child, providing conditions during play sessions that actualize the child’s experience of a sense of achievement, self-esteem and self-respect.

The act of communication is structured in such a way as to provide the child with a certain freedom of choice, and not to impose his own way of interaction.

Download:

Preview:

Master class for teachers of MAUDO “Kindergarten No. 2” on the topic

“The influence of the use of socio-game technologies in the educational process on the social and personal development of preschool children”

Sevastyanova Lyudmila Mioninovna, Deputy Director of MAUDO “Kindergarten No. 2”

Target : increasing the professional skills of teachers in the process of active pedagogical communication to master work experience in the use of socio-game technology in working with preschoolers. Building effective team interaction.

Tasks:

I. Theoretical part.

In order for a person to be an active participant in public life and realize himself as an individual, he must constantly be creative, be independent, have the opportunity to develop his abilities, constantly learn new things and improve himself.

Such modern pedagogical technology as socio-game, the authors of which are E. Shuleshko, A. Ershova and V. Bukatov, can help to comply with this.

To achieve this goal, the following tasks were identified:

1) Conduct a theoretical analysis of the literature on the issue under study, clarify the essence of the concept of “social and personal development” and “socio-game technology”;

2) In the process of studying the literature, determine the state and prospects for the development of the issue under consideration in relation to preschool educational institutions;

3) Identify the influence of socio-game technologies on the social and personal development of preschool children.

The socio-game style of learning seeks ways for children to communicate with adults in such a way thattedious coercion gives way to passion. This happens when in classwork is used in small groups and when learning is combined with physical activity of children. The combination of these two conditions creates a socio-game atmosphere in the classroom.

Hence the term: What is socio-game pedagogy?

Socio-game pedagogy is- pedagogical art, which allows you to combine movement, variability and work in small groups.

If one of them is not available during a lesson, then the technological design of the lesson may turn out to be shaky and unreliable.

Lack of MOVEMENT - time!

If the children were inactive during the lesson, then there was most likely no socio-play style in such a lesson.

Lack of change, diversity VARIABILITY – two!

Lack of work in SMALL GROUPS - three!

If about the progress of preschoolers' classesdid not unite into small groups, or these groups did not communicate with each other(but only with a teacher), then socio-game pedagogy “didn’t come close” to such a lesson.

9 RULES OF SOCIO-GAME APPROACHES TO PEDAGOGY

1. Position of the teacher: teacher is an equal partner

2. Removing the judging role from the teacher helps to remove the fear of error.

3. Freedom and independence of children in choosing ZUN

4. Change of scenery, i.e. situation

5. Focus on individual discovery

6. What is difficult is interesting.

7. Movement or activity.

8. Life of children in small groups

9. The principle of polyphony: you chase 133 hares, look and catch a dozen

There is a certain sequence of introducing games with a social gaming orientation (classification):

1. A game for working spirit.
2. Warm-up games.
3. Games of a socio-gaming nature.
4. Games of creative self-affirmation.
5. Freestyle games that require movement.

This technology can be used both in classes and when organizing free activities for children. This makes it possible to unite children with a common cause or joint discussion of individual work and turning it into a collective one, where each child can feel like a part of this team.

II. Practical part.

Games for a working mood.

Naughty bell, form a circle with the guys

On the right is a friend and on the left is a friend

Let's hold hands together and smile at each other.

Are you pleased when people say kind, pleasant words to you? I have a “Magic” box in my hands. I suggest you take turns passing the box around in a circle while complimenting each other. Little by little our box will be filled with kind, affectionate words.

Warm-up games (united by their universal accessibility, quickly emerging excitement. They are dominated by the mechanism of active and psychologically effective relaxation)

This game promotes a working mood, develops observation and communication skills.

Games of a socio-gaming nature (to get involved in the business).

Next, interaction games are used. I offer you the game “Write a poem using 4 words” - aimed at joint creative activity in a microgroup, at developing imagination: You need to compose a poem in a microgroup within 1-2 minutes according to the following scheme: 1-2 and 3-4 lines should rhyme between themselves. (As an example, we can offer rhymes for different parts of speech - Nouns: cancer - poppy, flower - petal, joke - minute, etc. Verbs: jumped - galloped, played - danced, etc. Adjectives: wonderful - lovely, egg-like – wheat, etc. Adverbs: wide – far, deep – high). Example: I came to the garden today, Slava was very glad to see me. I brought him a horse, and he gave me a spatula.

Freestyle games that require movement.

Games of creative self-affirmation.

Performing tasks in teams. Presentation of the results (each member of the microgroup tells what is shown in the picture and expresses his opinion about the successes or difficulties that arose during joint creativity).
Reflection. – now let’s open our “magic” box and give all the kind words that we said to each other at the beginning to each of us.

Thank you for your work.

III. Final part.

Working in this direction, we assume that as a result of using socio-game technology in working with preschoolers we will be able to achieve the following results:

Children will be able to negotiate, come to agreement, listen and hear each other;
children will develop a positive attitude towards the world around them, other people, and themselves; speech interaction is developed;
children will be able to reasonably and kindly object to adults and defend their position;
they will not have a feeling of fear for making a mistake.

Workshop for preschool teachers.

Socio-game technologies in the development of the personality of a preschool child.

Tasks:

1. To form an idea among teachers about the possibilities of using socio-game technology in organizing the educational process in accordance with the Federal State Educational Standard;

2. Teach the techniques of socio-game technology;

3. Arouse among the participants of the master class an interest in socio-game technology and a desire to develop their creative potential.

4. Develop the creative activity of the teaching staff.

The problem of socialization is not new, but it still remains one of the most relevant due to the transformation of certain value orientations both in the process of development of society and in the process of raising a child. Childhood as a special cultural reality from the point of view of social status is important because it is during this period that the main stage of human socialization occurs - the period of laying the basis of personality, the foundations of human culture. On the other hand, the process of socialization in preschool age is characterized by a certain social immaturity of the child (lack of formation of stable social attitudes, a sufficient amount of social experience, etc., which complicates the process of his social adaptation and does not allow the child to be effective in all problem situations.

Long-tested methods contained in socio-game pedagogy help to make the conditions for the development of preschoolers the most appropriate for their psyche.

The socio-game learning style seeks ways for children to communicate with adults, in which tedious coercion gives way to passion.

The most important component of this technology is motor activity and communication skills.

Socio-game technology is the development of a child in playful communication with peers.

The use of this technology contributes to the realization of children’s need for movement, the preservation of their psychological health, as well as the formation

communication skills in preschoolers.

Socio-game pedagogy, or socio-game style of teaching, or mood pedagogy is based on the principle of organizing classes as a game.

Basic conditions

Movement - under any pretext. So that they can move, negotiate, assume and arrange, and understand in their own way. To save

each child as a person speaking (to other people, listening (to other people), acting (together with others).

In all types of activities, go according to the children's capabilities.

Do not impose your ideas on children, but create conditions for children to express their own ideas.

Principles of leadership in social gaming technologies:

The teacher is an equal partner. He knows how to play interestingly, organizes games, invents them.

Removing the judicial role from the teacher and transferring it to children predetermines the removal of the fear of mistakes in children.

Freedom and independence in children’s choice of knowledge, skills and abilities. Freedom does not mean permissiveness. This is the subordination of one's actions to general rules.

Changing the mise-en-scene, that is, the environment when children can communicate in different parts of the group.

Focus on individual discovery. Children become partners in the game.

Overcoming difficulties. Children are not interested in what is simple, but what is difficult is interesting.

Movement and activity.

The social game methodology involves the integration of areas.

This gives a positive result in the field of communication, cognition,

emotional-volitional sphere, more intensively develops intellectual

children's abilities compared to traditional education, promotes

speech, artistic-aesthetic, social, physical development.

Tasks:

Development of interaction in the “child-child”, “child-parent”, “child-teacher” systems to ensure emotional well-being;

Correction of aggressive, impulsive behavior;

Creating conditions for the development of personal qualities;

Formation of skills and abilities of friendly communicative interaction;

Development of full interpersonal communication skills that help the child understand himself.

And for the practical applicability of socio-game technology, I invite you to play a little in the role of children and play with me.

Sequence of introduction of games:

1. Games-tasks for a working mood:

Each lesson always begins with a greeting, which performs the important functions of establishing an emotionally positive contact with the child and shaping his focus on his peer and interest in him. The greeting should be addressed to each participant, without exception, thereby highlighting its importance. The initiative for greeting at the initial stage of gaming lessons belongs to the teacher. At the beginning of the play session, children sit in a circle with the teacher on chairs or on the carpet. In addition to individual, personality-oriented greetings, the whole group is welcomed, uniting children into a single whole, which contributes to the formation of an upbeat, joyful mood and positive orientation. (say hello with body parts, passing the object, with applause)

Example

You can offer to sing a choral song about friendship, good mood

- “Shadow - shadow”, “Stand on your fingers”, “Stand up, I’m looking at someone”, “Flying - not flying.”

"Magic wand"

The “magic wand” (pen, pencil, etc.) is transmitted in any order, the transmission is accompanied by speech according to a predetermined order-rule.

Options: the transmitter names a noun, the receiver names an adjective to it.

Joint planning and development of a group decision have a significant corrective effect on the child’s personality.

3. Game warm-ups - are united by their universal accessibility and quick excitement. They are dominated by the mechanism of active and psychologically effective rest.

“Clockwork Men”, “Giant Dwarfs”, “Compliment”, “Make a Word”, “Living Alphabet”, “Touch It”.

"Hands-legs"

The sequence of movements (claps, tempo may vary.

“Words starting with one letter (sound)”

The game begins with the words “I see...”

4. Tasks for creative self-affirmation are tasks the implementation of which implies an artistic and performing result.

Children can use the experience gained in play interaction in productive activities. EXERCISE – “DRAWING IN A CIRCLE”.

Writing a fairy tale, general history

Game "Image of objects".

Goal: to develop observation, imagination, and the ability to see others.

Progress: The child uses facial expressions and gestures to depict the object, the other children guess it. Whoever names it correctly becomes the leader.

"Body in Action"

To sum up, at the end of each lesson, the children again sit in a circle and exchange impressions and opinions.

The completion ritual plays an important role in the formation of a new positive system of “child-adult” relationships - relationships of trust and mutual understanding.

The act of communication is structured in such a way as to provide the child with a certain freedom of choice, and not to impose his own way of interaction.

Eliseeva Olga. Methodist: Ivanova Ulyana Mikhailovna.
Socio-game technology in kindergarten

1. Introduction.

Introduction of the Federal State Educational Standard preschool education and primary school education is an important stage in the continuity of activities children's kindergarten and school and the prospects for improving the quality of education in a holistic education system.

In the recent past, preparation for school was considered as an earlier study of the first grade curriculum and was reduced to the formation of subject-specific knowledge and skills. In this case, continuity between preschool and junior school age was determined not by whether the future student has developed the qualities necessary to carry out a new educational activity, whether its prerequisites have been formed, but by the presence or absence of certain knowledge in academic subjects. Although numerous studies by psychologists and teachers have always said that the presence of knowledge in itself does not determine the success of learning, it is much more important that the child be able to obtain and apply it independently.

Federal State Educational Standards dotted all the dots "i", legitimizing the principles of preschool education in the Russian Federation.

Now "teach" for a preschooler - this means making learning motivated, teaching the child to independently set a goal and find ways, including means, to achieve it, helping the child develop the skills of control and self-control, assessment and self-esteem. Therefore, the leading goal of preparing for school according to the Federal State Educational Standard for Education was to develop in a preschooler the qualities necessary to master educational activities- curiosity, initiative, independence, arbitrariness, creative self-expression of the child, etc.

In accordance with these requirements, MADOU DSOV No. 40 has developed a Development Program, the purpose of which is to create an integrated model of a developmental educational space that provides conditions for the successful achievement of preschool education targets with the targeted use of modern developmental tools. technologies.

Thus, a problem emerged - the imperfection of the organization children's activities through socio-game technology in accordance with modern requirements.

1.1. Application socio-game technology in classes with preschoolers

The need to use games in mastering program material is so obvious that it does not need proof. Everyone understands that the game benefits overall development baby: stimulates his cognitive interests, activates intellectual and creative abilities, gives children the opportunity to assert themselves and realize themselves, helps to fill the lack of communication.

However, incorporating a game into a lesson is not easy. There are contradictions between educational and gaming activities, which teachers inevitably encounter when introducing gaming teaching methods into the outline of the lesson. I also encountered such difficulties. And, above all, the fear of turning learning into entertainment, when children and adults can "to get carried away".

I tried to keep the classes interesting, using various pedagogical innovations, and also used games. But I did not fully achieve the desired results. And then it helped to deal with the difficulties and increase the educational potential of the lesson socio-game technology.

Main task of application « socio-gaming» technologies: learning by children active forms life activity, in the knowledge and affirmation of their own personalities: formation of skills and abilities of friendly communicative interaction; ensuring mental well-being; correction of impulsive behavior.

Socio-game technology guides the teacher toward finding ways to communicate with children in a way that makes tedious coercion give way to passion (they first of all raise the child, and then develop). Correct meaning socio- game pedagogy - group - game pedagogy. I love it nursery the game should be carried out in an atmosphere of mutual understanding, agreement on the “rights” to make mistakes and the “responsibilities” to hear and see others. The teacher must remember that adults and children have the same right to make mistakes. However, practice shows that the activities of many teachers are very declarative: an adult is always right and a child should not argue with him, defending his point of view.

Differences between traditional and socio- play pedagogy, originated in my mind, developed and approved the ideas of transition from the pedagogy of requirements to the pedagogy of relationships, the perception of children, not how "object", but as "subject" development and education.

The basis socio-game technology is embedded in words: “We do not teach, but create situations where their participants want to trust each other and their own experience, resulting in the effect of voluntary learning, training and teaching” (V. M. Bukatov).

The meaning of the main vector social gaming technology including so that educators learn to listen to children. And three can help them with this socio-game postulates(principle) pedagogical excellence (according to E. E. Shuleshko).

1. "Don't teach!"

If most of the usual technologies are focused on how best for a teacher to explain, tell, teach, then in socio-game technology educators need, first of all, learn not so much to explain, but... to remain silent! Because their task is not to teach, but to create situations when children begin to learn, that is, to teach themselves.

2. "133 hares!"

As people say: “If you chase two hares, you won’t catch either”. But if socio-game, then that's the case otherwise: “If you’re chasing, it’s 133 birds with one stone. Then, lo and behold, you’ll catch a dozen, of which five will be unknown to science.” In other words - unexpected joy.

3. "Don't be afraid to be an idiot!"

When a teacher, without lying, admits to children that he really doesn’t know about this or that, it inspires the children so much! But for this, the teacher must be able to educational activities enter the realm of the unknown.

Socio-game technology involves the integration of areas. This gives a positive result in the field of communication, cognition, emotional-volitional sphere, more intensively develops the intellectual abilities of children compared to traditional education, promotes speech, artistic and aesthetic, social and physical development of preschool children. In general, everything that we would like to see in children during their transition to school.

2.2. Methods and games to activate your thinking activities:

I use it in my work different methods activation of thinking activities:

I. Methods that increase cognitive activity:

Elementary analysis - a starting point is needed for a more complex causal analysis that allows us to consider causal relationships;

Comparison by similarity or contrast: grouping, classification of objects, phenomena, a combination of verbal explanation, practical implementation and gaming motivation.

II. Methods that cause emotional activity.

Game techniques are used for imaginary situation:

Surprise moments, elements of novelty that set the child up for learning, sharpen the desire to unravel the secret, solve the riddle;

Making up fairy tales;

Games - dramatization;

Humor and jokes.

The combination of various means in one lesson has a strong impact on children’s feelings.

III. Methods that promote interconnection between different types of activities and regions.

Creation subject environment- this method helps to improve skills, accumulate sensory experience, and solve cognitive problems.

IV. Correction methods and refinement children's performances:

Repetition;

Observation;

Experimentation;

Properly selected task games help increase children’s motivation to study, gain new knowledge, and learn the unknown.

Sequence of administration games:

A game for working spirit - "Shadow - sweat", "Stand up on your fingers", “I’m standing, looking at someone”, "Freeze", "Magic wand", "It flies - it doesn't fly" and etc.

Games socio- gaming character – "Compliment", "Make a Word", "Living Alphabet" and etc.

Games of creative self-affirmation – "Bravo", "Scenes-stories", "Animals" and etc.

Freestyle games that require movement - "Secret", "Traps", "Ring - ring", “We won’t tell you where we were, but we’ll show you what we did.”, "Day and night" and etc.

Thus, based on all of the above, it follows that a municipal experiment to study the use of socio-game technology in the educational process of preschool educational organization will contribute to solving the main tasks of the Concept of Lifelong Education and the implementation of the federal state educational standard for preschool education.

4. Generalization, conclusions.

In conclusion, I will briefly dwell on the problems, or as they say now "human factor". It was difficult for me to change the manner of teaching to the manner of listening and hearing children, trusting them. Help at their request, and not at will, give them the right to study on their own. Don’t be the initiator of everything, but complement the children’s initiative with your own initiative. Sometimes unexpected improvisations arise in class "at every step". Previously there was only one answer to kid: “We will solve your question after class”, and now I'm trying to hear everyone.

By using socio- game pedagogy, I overcame my fear of mistakes, leadership, the desire to demonstrate my skills, to be correct and truthful in everything. I know how to play in an interesting way, so I organize games, invent them, I can remove myself from the role of judge without giving any instructions, I give the children the opportunity to see difficulties and each one to cope with them on their own.

Not only the children have changed, we, the educators, have changed too. We try to maintain friendly relations between children, do not interfere with the exercise of independence, and create conditions for children to communicate with each other. After all, what is communication? This is the connection of two souls and the children become equal at least for a moment. One moment of communication gives more for education than whole hours of teaching. We consider such relationships with peers as the most important and most important thing in children's lives.

“Socio-game style of working with children as an effective pedagogical technology”

The master class was conducted by a teacher of the first qualification category: Ermolaeva Natalya Zakharovna

The master class was attended by teachers from preschool institutions in the region.

PURPOSE of the master class: training master class participants in the use of socio-game technology as part of the educational process in preschool educational institutions.

TASKS:

Introduce master class participants to the methods and techniques used in social gaming technology.

To increase the level of professional competence of teachers, their motivation for the systematic use of socio-game technology in practice.

To create conditions for the majority of teachers to acquire their own professional style, which would allow students to realize the position of a subject in various types of activities.

Socio-game technology is the development of a child in playful communication with peers.

Relevance of this topic:

Today, in order for a person to actively participate in the life of society and realize himself as an individual, he must constantly show creative activity, independence, discover and develop his abilities, continuously learn and improve himself.

Therefore, it is more relevant than ever for education today.” best rule politics – not to manage too much…” - i.e. The less we manage children, the more active position they take in life.

Modern pedagogical technology “Socio-game pedagogy” presented by E. Shuleshko, A. Ershova and V. Bukatov helps us to comply with this statement.

In our teaching practice, we use socio-game techniques, exercises aimed at maintaining interest, a friendly attitude of children towards their peers, and at activating the child’s independence and initiative, and his creative abilities.

Our pedagogical principles coincide with the principles that underlie this technology, and, first of all, the understanding that today it is simply necessary for the teacher to have a new view of the child as a subject (and not an object) of education, as a partner in joint activities.

The essence of the socio-game style of work was defined by its founders E. Ershova and V. Bukatov with the following formulation:

“We do not teach, but create situations where their participants want to trust each other and their own experience, as a result of which the effect of voluntary learning, teaching, and training occurs.”

Following these tips, we organize classes as a game-life between microgroups of children (small societies - hence the term “socio-game”) and simultaneously in each of them;

We systematically use socio-game technology both in classes and when organizing children’s free activities. This makes it possible to unite children with a common cause or joint discussion of individual work and turning it into collective work.

Within the framework of this technology, we set ourselves the following tasks:

Help children learn to communicate effectively;

Make the educational process more fun for children;

To promote their development of an active position, independence, and creativity;

To instill in preschoolers a desire to learn new things.

Socio-game technology is aimed at developing communication in children, so this technology is based on children’s communication with each other and with adults.

Studying the works of the founders of socio-game pedagogy, we really liked the laws of communication that they propose:

Do not humiliate the child, do not insult him;

Don't grumble, don't whine, don't grumble;

Know how to find a mistake and have the courage to admit it;

Be mutually polite, tolerant and restrained;

Treat failure as just another learning experience;

Support, help rise and win;

By blowing out someone else's candle, we do not make our own brighter;

Don't elevate yourself above others. Lift up your neighbor;

Children are dreamers: don’t take their word for it, but don’t ignore their problems.

We organize communication between children within the framework of this technology in three stages:

At the very first stage, I teach children the rules of communication, the culture of communication (children learn to negotiate, which means listen and hear their partner, their own speech develops);

At the second stage, communication is the goal - the child realizes in practice how he needs to organize his communication in a microgroup in order to complete the learning task;

At the third stage, communication is a pedagogical means, i.e. I teach preschoolers through communication.

Pros of the social gaming style:

Relationships: “child-peers”;

The teacher is an equal partner;

The barrier between teacher and child is destroyed;

Children are peer-oriented, which means they are not obedient followers of the teacher’s instructions;

Children are independent and proactive;

Children set the rules of the game themselves;

Children discuss the problem, find ways to solve it;

Children negotiate, communicate (play the role of both speakers and listeners);

Children communicate within the microgroup and between microgroups;

Children help each other and also control each other;

The socio-play style teaches active children to recognize the opinions of their comrades, and gives timid and insecure children the opportunity to overcome their complexes and indecisiveness.

The principles that guide us when working with children using social gaming technology:

The teacher is an equal partner. He knows how to play interestingly, organizes games, invents them.

Removing the judicial role from the teacher and transferring it to children predetermines the removal of the fear of mistakes in children.

Freedom and independence in children’s choice of knowledge, skills and abilities. Freedom does not mean permissiveness. This is the subordination of one's actions to general rules.

Changing the mise-en-scene, that is, the environment when children can communicate in different parts of the group.

Focus on individual discovery. Children become partners in the game.

Overcoming difficulties. Children are not interested in what is simple, but what is difficult is interesting.

Movement and activity.

The life of children in small groups, mostly sixes, sometimes includes fours and threes.

The principle of polyphony. If you chase 133 hares, lo and behold, you’ll catch a dozen.

The use of socio-game technology contributes to the realization of children's need for movement, the preservation of their psychological health, as well as the formation of communication skills in preschoolers.

As a result of this work, children develop curiosity, cognitive needs are realized, children become familiar with the different properties of surrounding objects, the laws of life of nature and the need to take them into account in their own life activities, shyness is overcome, imagination, speech and general initiative develop, the level of cognitive and creative abilities increases .

1. Games-tasks for a working mood.

2. Games for social and playful involvement in business, during the implementation of which business relationships between the teacher and children, and children with each other, are built.

3. Game warm-ups - are united by their universal accessibility, quickly arising excitement and funny, frivolous winnings. They are dominated by the mechanism of active and psychologically effective rest.

4. Tasks for creative self-affirmation are tasks the implementation of which implies an artistic and performing result.

During the practical part of the master class, the participants played various games and gaming exercises from the above groups.

Questions for reflection:

1. How did you feel in the position of the students?

2. What discoveries and conclusions did you draw for yourself in this regard?

3. What are the distinctive features of social gaming technology from traditional forms Have you noticed any work with children?

4. Have you become interested in using social gaming technology in practice?

“Golden rules” of socio-game technology

(according to V.M. Bukatov)

Rule 1: work in small groups or, as they are also called, “peer groups” is used.The optimal way for productive communication and development is to unite in small groups younger age in pairs and triplets, with the oldest having 5-6 children. Activities of preschoolers in small groups are the most natural way to the emergence of cooperation, communication, and mutual understanding among them.

By color of hair, eyes, clothes;

So that at least one letter in the name is the same

Who lives on what floor;

Even-odd, single-digit, double-digit apartment number;

Find something identical on solid and varied postcards and, based on this “identical”, unite into triplets;

Who came to kindergarten today by car, and who came on foot, etc.

Rule 2: “Change of leadership.”It is clear that work in small groups involves collective activity, and the opinion of the entire group is expressed by one person, the leader. Moreover, the children choose the leader themselves and he must constantly change.

Rule 3: training is combined with physical activity and a change of scenery, which helps relieve emotional stress. Children not only sit, but also stand up, walk, clap their hands, and play with a ball. They can communicate in different parts of the group: in the center, at tables, on the floor, in their favorite corner, in the reception area, etc.

Rule 4: Change of tempo and rhythm. Time limits, for example, using hourglasses and regular clocks, help change the pace and rhythm. Children develop an understanding that every task has its own beginning and end, and requires a certain concentration.

Rule 5 – socio-game methodology involves the integration of all types of activities,which meets modern requirements. Training takes place in game form, for this you can use various games that develop attention, phonemic hearing, thinking, and the ability to interact with each other: “Hearers,” “Relay Race,” “I’m Not Responsible for Myself,” “Magic Wand,” “Cities with Unprecedented Things,” etc. .d.

Rule 6: orientation to the principle of polyphony: “You chase 133 hares, you look and catch a dozen.”It is more interesting for a child to acquire knowledge together with his peers, and he is more motivated. As a result, all children discover new knowledge, only some more, some less.

Game card index,

aimed at developing the socialization of children

senior preschool age.

« The Snow Queen»

Goal: developing the ability to give a friendly assessment to another person.

Progress: The teacher suggests remembering the fairy tale “The Snow Queen” and says that she has a proposal: Kai and Gerda grew up and made magic glasses through which they could see all the good that is in every person. The teacher suggests “trying on these glasses” and looking carefully at each other, trying to see as much good as possible in everyone and talk about it. The adult is the first to put on the “glasses” and give a sample description of two or three children. After the game, the children say what difficulties they experienced in the role of observers, what they felt. The game can be played several times, noting that each time the children were able to see more good things.

Option. You can invite the whole group to “put on glasses” and take turns looking at each participant in the game.

"Telegraph"

Goal: developing the ability to install " feedback» when interacting with other people.

Progress: Four children are “signalmen”; the rest are observers; teacher - sender of the telegram; one child is its recipient. The signalmen and the recipient of the telegram go out the door. The teacher invites one signalman and reads the text of the telegram to him once. The first signalman, in order to better remember the text, can ask clarifying questions. Then he invites the second signalman and gives him the text he heard; second to third; third to fourth; the fourth - to the recipient. The recipient retells what he heard to the observers and asks: did he understand everything correctly?

Sample text. I'm leaving on flight 47. Meet me at 13.00 Moscow time. Don't forget about sweets and flowers. See you. Your friend.

…………………………………………………………………………………………………

"A toy shop"

Goal: developing the ability to understand each other, relieving mental stress, fear of social contacts, and communicative timidity.

Progress: children are divided into two groups - “buyers” and “toys”. The latter guess what kind of toy each of them will be, and take poses characteristic of them. Buyers come up to them and ask: what kind of toys are these? Each toy, upon hearing the question, begins to move, performing actions characteristic of it. The buyer must guess which toy is being shown to him. The one who doesn't like it leaves without buying anything.

…………………………………………………………………………………………………

"Bridge of Friendship"

Goal: developing empathy in emotionally withdrawn and selfish children, overcoming indecision and constraint in shy children.

Progress: The teacher shows the children a ruler and says to one of them: “This is a bridge of friendship. Let's try to hold the bridge with our foreheads. At the same time, we will say something pleasant to each other.” The game can be played as a competition; the pair that lasts the longest wins. You can use a stopwatch.

…………………………………………………………………………………………………

"Radio".

Goal: development of sustainable interest in a peer.

Procedure: Children playing sit in a semicircle so that they can clearly see each other. According to the counting rhyme, the driver is selected (for the first time there may be a teacher), he chooses one of the people sitting to describe him and turns his back to them and says into the microphone: “Attention! Attention! A girl (boy) got lost... (gives a description of one of the children). Let her (he) approach the announcer.” All children determine by description who they are talking about. Then the role of announcer is played by the child who was described.

This game will help children establish contact with each other in a team, will promote the ability to listen to the opinions of others, and form a positive attitude towards peers.

…………………………………………………………………………………………………

"Suitcase".

Goal: developing the ability to establish positive relationships with other people.

Progress: In order to play this game, we need to split into two teams. For this, I have cut pictures, each take one fragment of the picture for yourself. Your task is to collect the picture and find a place for your team. Next, the teacher offers the children an imaginary situation: they are going on vacation without adults. The day before, you pack your suitcase yourself. In order not to forget anything, you need to make a list of what you need and what will help you quickly get to know other children. The list must be compiled using diagrams, drawings, and icons.

Teams need to prepare materials, discuss and sketch what they need to take for the trip. To do this, you are given 10 minutes (set hourglass). After time has passed, the presenter offers to exchange lists - sketches and guess what the other team is taking with them on the trip.

When organizing this game, we used the rules of socio-game technology: work in small groups, changing the leader, changing the mise-en-scène, integrating activities (socialization, communication, productive, search, etc.).

…………………………………………………………………………………………………...

"Present".

Goal: development of empathy, creativity in communication, the ability to anticipate the desires of another, to assert one’s positive “I”.

Progress: In order to start playing this game, you need to split into two teams. To do this, I propose to stand in a semicircle according to the numbers of the houses in which you live, in ascending order (the players stand up), and now calculate for an apple - an orange. All the “apples” stand in the inner circle, and all the “oranges” in the outer circle. Children form two circles and move to the music, in a circle, in opposite directions. At a signal, they stop, join hands with a peer standing opposite and turn to face each other. Assignment: First, children from the outer circle think to themselves what they would like to receive as a gift, and children from the inner circle guess. If the child guesses, the guesser gives him a token; if not, he gives him his own. Each player has 3 tokens. We play 3 times, then count the tokens.

…………………………………………………………………………………………………..

I. Games for a working mood

"Riddle letters"

1. “Letter by air.” Children choose a leader. He, standing with his back to the players, writes a large letter in the air, and the others guess. Letters can be written with your hand, shoulder, head, leg, knee, etc., in a mirror image.

2. “Letter-round dance.” A group of children, holding hands, follow the leader in a round dance like a snake and write down the letter he has guessed. The rest guess the letter.

3. “Building letters.” A group of children “constructs” the intended letter as a frozen living pyramid, the rest guess, write down, sketch. “Riddle letters” can be short riddle words (cat, poison, mustache, catfish, chorus)

…………………………………………………………………………………………………

"Echo"

The teacher (child) taps a simple rhythmic pattern. “Echo”, upon a signal (by a glance or others), repeats the rhythm by clapping (stomping, beating the table with palms, etc.) Option: pronouncing syllables, words, phrases, reading aloud. The speaker (reader) pronounces - the players “echo” repeat muffledly, but in exactly the same way as was pronounced by the author.

…………………………………………………………………………………………………

"Magic wand"

The “magic wand” (pen, pencil, etc.) is transmitted in any order, the transmission is accompanied by speech according to a predetermined order-rule.

Options:

The transmitter names a noun, the receiver names an adjective;

The transmitter names a fairy tale, the receiver names a character from this fairy tale, etc.

If the receiver does not answer, the “stick” returns to its original position or changes the receiver. Children agree on the terms of transfer:

Look into each other's eyes

Stand up if you agree with the recipient's statement

The transmitter is selected alone, the wand is returned to him

…………………………………………………………………………………………………

"Undamaged phone"

Children pass the word to each other in a whisper in their ears, the children “catch” the word by ear. The success of the transfer is assessed by the following criteria: the word was “not caught”, all players participated in the transfer, the last one “received” the word transmitted by the first player.

Options:

Word, difficult word, phrase, full name, tongue twister (counting book), foreign word

Two telephone lines (relay race): fast, undamaged telephone.

…………………………………………………………………………………………………

"It flies - it doesn't fly"

The teacher names the nouns, the children perform the given movements

(airplane - they clap their hands or wave their hands, a closet - they do nothing or press their hands along the body). The one who makes a mistake is out of the game. The speech therapist selects words for inanimate and animate objects: tit, fly,

TU-134, crane, mosquito, rocket, parachutist, ostrich, acrobat, poplar fluff. Options: grows - does not grow, moves - does not move, more - less, living - non-living, etc.

…………………………………………………………………………………………………

II. Games to get you started

"Echo"

The teacher (child leader) beats out a simple rhythmic pattern with clapping. “Echo”, upon a signal (by a glance or other), repeats the rhythm by clapping (stomping, beating on the table with palms, etc.). The speaker (reader) pronounces - the players “echo” repeat muffledly, but in exactly the same way as was pronounced by the author.

Option: pronouncing syllables, words, phrases, reading aloud.

…………………………………………………………………………………………………

"Dispute with pretexts"

The teacher invites children to act out an argument between 2-3 groups using a picture: between a preposition and words (1 group - girl V coat, 2 gr. - girl V boots, 3 gr. - girl V forest); between different prepositions: 1 gr. - book on table, 2 gr. - book under lamp, 3 gr. - book at me, 1 gr. - book above floor, 2 gr. - book V room, 3 gr. - book before eyes, etc.). Children complete tasks one at a time from the group, in order (relay race). Each utterance is related to the previous intonation disputing or intonation of confirmation.

…………………………………………………………………………………………………

“A story-drawing about what I see”

The teacher (child leader) asks the children to describe in words what is behind him (use epithets, comparisons). The teacher (child) finds an object or setting according to the description (outside the window, in the office, in a group, etc.). Descriptions must be understandable, clear, and coherent.

…………………………………………………………………………………………………

"Make a Word"

Children play making words from syllables, identifying words by syllable. The game consists of creative attempts to make various combinations, collecting and reading words at speed. Children connect syllable cards, read, and write down words. The one who collects the most words wins.

Option: make words from letters (syllables) of one long word.

…………………………………………………………………………………………………

"Typewriter"

All participants in the game perform a series of movements synchronously:

Clap your hands in front of you

Slap the knees with two hands (right hand on the right, left hand on the left)

Throw your right hand up to the right, snapping your fingers

Throw your left hand up to the left, snapping your fingers

Option :

Change the pace of movements,

Enter speech accompaniment,

…………………………………………………………………………………………………

"Punctuation marks"

The teacher invites the children to voice punctuation marks, distinguishing interrogative intonation from affirmative, exclamatory, narrative intonation in a given sentence (A Christmas tree was born in the forest: !, ?, .).

Option: Children who do not read are offered picture material, sayings, lines of a poem (symbols).

…………………………………………………………………………………………………

III. Warm-up and cool-down games

"Hands-legs"

The players sit (on chairs, on the carpet). The teacher (child) claps 1 time - a command to the hands (raise, lower, on the belt, behind the head, etc.), claps 2 times - a command to the legs (stand up, sit down, cross, etc.).

The sequence of movements (claps) and tempo may vary.

…………………………………………………………………………………………………

"Clockwork Men"

The teacher offers the children symbol pictures (winding up people doing exercises). Each pose has its own number. Children, looking at the card, perform the exercise, repeating the movements several times.

Option:

Performing counting exercises, clapping exercises - changing movements,

Changing the pace of execution,

Performed in pairs, threes, standing in a line, in a row, in a semicircle, etc.

…………………………………………………………………………………………………

"For 5 senses"

Children think of a situation, depict it according to a given “ticket”: drawn (nose, eye, mouth, ear, fingers) or written. During the game, the teacher pays attention to the work of each of their senses: vision, hearing, taste, smell, touch, which are manifested in human behavior. At the first stage, play one sense organ at a time, at the second - 2, 3 at a time, at the third - all 5 (a story skit about a character in circumstances).

Options:

Live a piece of a fictional story with character and circumstances,

Complication - comparison of characters (dwarf - giant, Thumbelina - Karabas Barabas, mouse - bear).

…………………………………………………………………………………………………

“Words starting with one letter (sound)”

The game begins with the words “Here around us...” or “I see...”, “They loaded the ship...”. Children name (write, read) words based on a given sound (letter). The task is performed in small groups. The players count which group has named how many words and determine the winner

…………………………………………………………………………………………………

"Catch the animal"

The players take turns taking “tickets” asking who they should catch (a grasshopper, a butterfly, someone else’s cat, their own kitten, etc.). The player completes the task, the rest stand up if the transformation has occurred and the “little animal has been caught.” The teacher asks to name the “guessed” animal and compares it with the task on the “ticket”.

Option: completing the task in pairs, triplets, etc.

…………………………………………………………………………………………………

IV. Games for creative self-affirmation

"Poems by Roles"

For the game, the teacher selects dialogues from poems by Chukovsky, Marshak, Barto, Zakhoder, Mikhalkov, Kharms. The players pronounce the text in different voices, intonation, using different images (costumes), and decorative elements. Children discover different interdependencies between the final result, text, design, and execution techniques.

…………………………………………………………………………………………………

"Specific Words"

The teacher offers the children a text for which they need to find a justification (construct a situation in which the text is pronounced, invent characters participating in the situation, determine the behavior of the speaker and the listeners, understand the nature of the words being pronounced). Start the game with common everyday phrases (Don’t do this, please!), move on to literary ones (replicas from fairy tales, poems, fairy tale plays, etc.).

Option:

The player must pronounce the “given word(s)”, finding a suitable goal, motive, choosing, inventing to whom and why it can be said (FIRE, NO, DAY PASSED, etc.),

The same player performs the task different ways, justifying the pronunciation of given words

…………………………………………………………………………………………………

"Body in Action"

The teacher invites the children to come up with a certain pose (photograph) of some activity (looking at a picture, reading, doing articulatory gymnastics, etc.). The player demonstrates his “photo”, the others guess, comment, show guessing actions, and compare the “photos”.

Option:

Add your own understanding to the “photo”

Show “photos” before and after the plan

Each “business” requires a completely specific “body”. All muscles, from the direction of gaze to the movement of the center of gravity, from the muscles of the face to the position of the legs, are determined in their own way depending on what and how a particular child is doing. The point of the game is to establish

…………………………………………………………………………………………………

"Phrase with given words"

The teacher names a set of words (stairs, man, clock). Children compose a sentence using intonation (scary sentence, fairy-tale sentence, etc.) It is allowed to change words by case and word order.

…………………………………………………………………………………………………

"Collect dialogue"

The teacher invites the children to remember the heroes of familiar fairy tales and phrases from these fairy tales. Children agree among themselves who will speak a line for which character, determine the sequence (in the group of players, a certain plot with characters, characters, and dialogues arises). It’s better to start the game with one line (phrase), gradually increasing the dialogues to 3-5.

…………………………………………………………………………………………………

V. Freestyle games (in the wild)

"Sparrow-crows"

The players are divided into 2 teams, stand opposite each other (team “Sparrows”, team “Crows”). The team that the teacher calls

(child leader) - catches, the other - runs away. They catch and run away to a certain line (2-3 steps behind the standing team). The teacher (child leader) says slowly: “Whoa-o-o-ro-o-o-o-o...”. At this moment, everyone is ready to run away or catch (this moment of contradictory readiness, the initial mobilization of each player is especially important). After a pause, the teacher (child leader) finishes: “... us! (...hit!" The players run away and catch up.

Option:

A “stop-freeze” complication is introduced: children break into pairs and agree on who is “sparrow” and “crow” in the pair. Children on the playground are located chaotically. On command: “Crows!” The “crow” catches up with the “sparrow” until the command “Stop!” is heard. or “Freeze!” Late couples leave the game (even if one of the pair fulfilled the rule)

…………………………………………………………………………………………………

“The day comes - everything comes to life, the night comes - everything freezes”

The teacher (child leader) says “The day is coming - everything comes to life”, the players move around the playground chaotically (running, dancing, jumping, catching up with each other). When the teacher (child leader) says the second part, “Night comes - everything freezes,” the players stop in bizarre poses. At the choice of the presenter, some players “come to life” with an invented movement (jump, dance, run).

Option:

Using any movements “The day comes - everything comes to life”

Using purposeful movements “The day comes - everything comes to life” (harvesting, anthill, railway, swimming)

…………………………………………………………………………………………………

“Words starting with one letter (sound)”

…………………………………………………………………………………………………

“I love it - I don’t love it”

Children stand in a circle. The teacher (or child leader) passes the ball clockwise and says:“I don’t like it when children fight”, the next one should offer his own option"I do not like, …". Counterclockwise the game continues"I love, …"

…………………………………………………………………………………………………

"Stand up on your fingers"

The teacher (child) stands with his back to the children, shows a number on his fingers and slowly counts to 5, after the word “freeze” there should be as many children left as there were fingers shown.

…………………………………………………………………………………………………

"Mirror"

The players stand in pairs facing each other. One of the partners is a “mirror”

the other is standing in front of him. The “mirror” should repeat the movements.

Options:

the teacher (child) plays the role of standing in front of the mirror, the players are “mirror fragments” reflecting it

- “reflects” facial expression, mood (gloomy, joyful, offended)

………………………………………………………………………………………………… February 15, 2012 at 10.30 o'clock.

Location:MBDOU Berezovsky DS "Semitsvetik".

Participants: preschool teachers.

Subject: " Presentation of the accumulated material in accordance with the FGT to the mandatory part of the OOP DO. Socio-game activity".

Develop children's play activities; introduce to generally accepted norms and rules of relationships with peers; develop the ability to create groups of several figures, conveying proportions.

Preliminary work:Reading the works of K.I. Chukovsky, participation in the competition “…..”, preparation for the play “Fly-Tsokotukha”, dramatization of works by K.I.

Material and equipment:plasticine, natural material, illustrations for the works of K.I. Chukovsky: “Doctor Aibolit”, “Tsokotukha Fly”, “Stolen Sun”, 3 sheets of white cardboard, cards with excerpts from the works of K.I.

Progress of the lesson:

Children enter the group and greet guests.

Educator: Is everyone comfortable? Can everyone see everything?

Shall we play with you?

Game: "Man to Man"

Educator: Are you ready for work? Are you in a working mood?

Well done!

You already guessed that our lesson today is dedicated to the work of K.I. Chukovsky.

To continue the lesson, we need to divide into teams, for this we will play. Game: “Mushrooms and Basket”

Children find their teams.

They receive the task and get to work.

Finger game:“Fingers fell asleep”

Fingers fell asleep

They curled up into fists.

One two three four five -

They wanted to play.

We woke up the neighbors' house,

Six and seven woke up there.

Eight nine ten -

They're having fun.

But it's time to go back everyone:

Ten, nine, eight, seven.

Six curled up,

Five yawned and turned away.

Four, three, two, one -

We sleep in the house again.

After finishing the work, the children invite guests to look at their work.

Say goodbye to guests.

	Events	Location	Responsible
10.30-10.45	Check-in, registration.	Lobby.	Shromova O.A.
10.45- 10.55	Introductory reflection	Assembly Hall	Shromova O.A.
11.00-11.30	Open lesson. Topic: “My K.I. Chukovsky" Target: Development of speech activity,creativity, independence, initiative children through socio-game activity. Tasks: develop a free style of communication with peers in various types children's activities; develop children's collective creativity through productive activities; foster friendly relationships between children.	Preparatory group	Ermolaeva N.Z.
11.35-12.15	Introspection. Presentation “Socio-game style of working with children as an effective pedagogical technology” Master Class Target : training master class participants in the use of socio-game technology as part of the educational process in preschool educational institutions. Tasks: 1.Introduce master class participants to the methods and techniques used in social gaming technology. 2. To increase the level of professional competence of teachers, their motivation for the systematic use of socio-game technology in practice. 3. Create conditions for the majority of teachers to acquire their own professional style, which would allow students to realize the position of a subject in different types of activities.	Assembly Hall	Ermolaeva N.Z. Malacheva I.M.
11.35-12.15	FGT: Presentation of the development of the content of psychological and pedagogical work on the development of children educational areas based on integration and psychological support for children of all age groups.		Uminova A.A. Shromova O.A.
12.15 – 12.30	Final reflection	Assembly Hall
12.30-12.50.	Dinner	Assembly Hall

Karpushina K.N.

Teacher of MBDOU (nursery-kindergarten) No. 13 “Fairy Tale”

“Socio-game pedagogy has a tricky style. The main thing in it is the resuscitation of one’s own intuition... The socio-game style is to direct the lesson in such a way that the heart rejoices both in yourself and in all participants. Any live work can be called work in the socio-game style...”

V. M. Bukatov

IN last years Significant changes are taking place in the education system of the Russian Federation, which have determined new priorities for the development of preschool education.

The preschool years are the period of the most intensive development, the age of great potential, the birth of personality, the formation of the foundations of self-awareness and value orientations, the manifestation of the child’s first creative potential, his individuality. This is facilitated by developing pedagogical technologies, including socio-game or otherwise interactive ones.

Socio-game pedagogy is the basis of modern didactics. Celestin Fenet (18th century) said that everything for children is not arranged as their nature requires. The main thing: do no harm! The main thing is health. Give the child something that is interesting, relevant, necessary, something that he will accept consciously.

Socio-game technology implies freedom of action, freedom of choice, freedom of thought of the child. No less important in social gaming technology is the agreement, the rule. Disorganization, chaos, disorder should not be unconscious; children argue, discuss animatedly, and communicate in a business setting.

The main task of using “socio-game” technologies is: children’s assimilation of active forms of life activity, in the knowledge and affirmation of their own personality; developing skills and abilities of friendly communicative interaction; ensuring mental well-being; correction of impulsive behavior.

Most modern programs, pedagogical technologies, and methods are aimed at organizing the collective activities of children. Many practicing teachers try to use microgroups and subgroups in organizing work with children, calling them “team”, “group”, “team”, “family”, etc. All these associations have a certain structure, and a clearly established place, status, role and position of each member of such a group.

Socio-game technology directs the educator to search for ways to communicate with children in which tedious coercion gives way to passion (the educator first of all raises the child, and then develops it). The point of the main vector of social gaming technology is for educators to learn to listen to children. And in this they can be helped by three socio-game postulates (principles) of pedagogical skill (according to E. E. Shuleshko):

1. “Don’t teach!” If most of the usual technologies are focused on how best for a teacher to explain, tell, teach, then in socio-game technology, teachers need, first of all, to learn not so much to explain, but... to be silent! Because their task is not to teach, but to create situations when children begin to learn, that is, to teach themselves.

2. “133 hares!” As people say: “If you chase two hares, you won’t catch either.” But, if in terms of socio-gaming, then the situation is different: “If you’re chasing, then you’re chasing 133 birds with one stone. Then, lo and behold, you’ll catch a dozen, of which five will be unknown to science.” In other words - unexpected joy.

3. “Don’t be afraid to be an idiot!” When a teacher, without lying, admits to children that he really doesn’t know about this or that, it inspires the children so much! But for this, the educator must be able to enter the realm of the unknown during educational activities.

The main methodological techniques for organizing classes in socio- play activity are:

1) presence of movements of participants;

2) change of types of activities, mise-en-scenes, roles, variety of tasks and exercises, alternating them;

3) use of small groups

Socio-game technology involves the integration of areas. This gives a positive result in the field of communication, cognition, emotional-volitional sphere, more intensively develops the intellectual abilities of children compared to traditional education, and promotes the speech, artistic, aesthetic, social and physical development of preschoolers. Socio-game approaches are based on the formation and use by children and teachers of the ability to freely and with interest discuss various issues, the ability to monitor progress general conversation and deeds, the ability to provide each other with help and accept it when needed; and since the work takes place in small groups, children learn to communicate with each other. It is possible to draw a direct relationship between the socio-game style and the personality-oriented model of communication in classes using techniques of working in small groups: children listen, do, and speak. It is these three components that are the main components of children’s own activities. Thanks to this, the child himself forms a system of ideas about the world around him. Thus, the child learns on his own, and the teacher creates all the conditions for this - this is the main task!

Bibliography

1. A.P. Ershova, V.M. Bukatov / Pocket encyclopedia of socio-game techniques for teaching preschoolers: a reference and methodological guide for educators and preparatory groups kindergarten/– St. Petersburg: Educational projects; M: Research Institute of School Technologies, 2008.

2. A.P. Ershova, V.M. Bukatov / Return to talent / – St. Petersburg: Educational projects; M: Research Institute of School Technologies, 2008.

Socio-game technology as a means of development of a preschooler in the conditions of the Federal State Educational Standard for Education.

"The main concern of educators is

not education, not entertainment,

not even development, but so much

a non-didactic thing like friendship." E.E. Shuleshko

In recent years, significant changes have taken place in the Russian education system, which have determined new priorities for the development of preschool education. In accordance with the federal state educational standards for the basic general education program of preschool education, the construction of the educational process should be based on age appropriate forms of working with children. The main form of work with preschool children and the leading activity for them is play.

This is facilitated by developing pedagogical technologies, including socio-game technology, which develops the child in playful communication with peers, implying freedom of action, freedom of choice, freedom of thought of the child. Socio-game technology guides the teacher towards finding ways to communicate with children in which coercion gives way to passion. “It is necessary not to teach, but to establish a situation where their participants want to trust both each other and their own experience, as a result of which the effect of voluntary learning, training and teaching occurs” (V.M. Bukatov).

The main idea of social gaming technology- organization of children’s own activities, which the child wants to engage in and in which he: does, listens, looks and speaks.

No less important in social gaming technology is agreement, rule. Disorganization, chaos, disorder should not be unconscious, children argue, discuss animatedly, in a business setting communicate.

The founders of socio-game technology E.E.Shuleshko, A.P. Ershova, V.M. Bukatov deduced the following laws of communication:

Do not humiliate the child, do not insult him;

Don't grumble, don't whine, don't grumble;

Know how to find a mistake and have the courage to admit it;

Be mutually polite, tolerant and restrained;

Treat failure as just another learning experience;

Support, help rise and win;

By blowing out someone else's candle, we do not make our own brighter;

Do not elevate yourself above others, elevate your neighbor;

Children are dreamers: don’t take their word for it, but don’t ignore their problem.

The purpose of using social gaming technologies - organizing children’s own activities in an atmosphere of mutual understanding.

Objectives of using social gaming technologies in the development of preschool children :

Formation of friendly communicative interaction skills in preschoolers using grammatically correct coherent speech.

Developing in children the skills of full interpersonal communication, which helps them understand themselves.

Development of child-child, child-adult, child-parent interaction to ensure mental well-being.

Development in children of the ability to basic self-control of verbal expression and self-regulation of their actions, relationships with others, removing fear and pressure before activity.

Creating conditions for the development of personal qualities and abilities of all subjects of the open educational space.

The principles that underlie this technology are highly relevant to modern education and teaching preschoolers. Today it is simply necessary for the teacher to have a new view of the child as a subject (and not an object) of education, as a partner in joint activities.

Principles of organizing social gaming technology:

The teacher is an equal partner. He knows how to play interestingly, organizes games, invents them.

Removing the judicial role from the teacher and transferring it to children predetermines the removal of the fear of mistakes in children.

Freedom and independence in children’s choice of knowledge, skills and abilities. Freedom does not mean permissiveness. This is the subordination of one's actions to general rules.

Changing the mise-en-scene, that is, the environment when children can communicate in different parts of the group.

Focus on individual discovery. Children become partners in the game.

Overcoming difficulties. Children are not interested in what is simple, but what is difficult is interesting.

Movement and activity.

The life of children in small groups, mostly sixes, sometimes includes fours and threes.

The following are distinguished: forms of organization of social gaming technology in the development of preschool children, techniques specifically aimed at creating a situation of success and comfort and correction speech disorders:

Games with rules.

Competition games.

Dramatization games.

Director's games.

Role-playing games.

Fairytale therapy.

A method for creating problem situations with elements of self-esteem.

Techniques socially aimed at creating a situation of success and comfort.

Trainings.

1. Games-tasks for a working mood. The main task of the games is to awaken children’s interest in each other, to place the participants in the game in some kind of dependence on each other, ensuring a general increase in the mobilization of attention and body.

2. Games for social-gaming introduction to business, during the implementation of which business relationships between the teacher and children, and children with each other, are built. These games can be used in the process of assimilation or consolidation educational material; if children learn to distinguish something, remember, systematize, etc., then they will learn this in the process of completing game tasks

3. Game warm-ups– are united by their universal accessibility, quickly arising excitement and funny, frivolous winnings. They are dominated by the mechanism of active and psychologically effective rest.

4. Tasks for creative self-affirmation– these are tasks, the implementation of which implies an artistic and performing result of the action.

5. Freestyle games (in the wild), the implementation of which requires space and freedom of movement, i.e. they cannot always be performed in the room.

Results of the implementation of social gaming technologies in the development of children of senior preschool age:

Children develop verbal interaction, the preschooler's vocabulary is activated, and dialogical and monologue speech is improved.

The child knows how to defend his position and object to adults reasonably and kindly.

Preschoolers know how to listen and hear each other, negotiate, and come to agreement.

A positive attitude towards the surrounding world, other people, oneself, and peers has been formed.

Children have no sense of fear for making mistakes.

Using socio-game technologies in educational DOW process, you need to remember the 6 most basic terms and conditions relevant for the development of preschool children:

Rule 1: work in small groups or, as they are also called, “peer groups” is used.

By color of hair, eyes, clothes;

So that at least one letter in the name is the same;

Who lives on what floor;

Who came to kindergarten today by car, and who came on foot, etc.

Rule 2: “change of leadership.”

It is clear that work in small groups involves collective activity, and the opinion of the entire group is expressed by one person, the leader. Moreover, the children choose the leader themselves and he must constantly change.

Rule 3: training is combined with physical activity and a change of scenery (environment), which helps relieve emotional stress.

Children not only sit in class, but also stand up, walk, clap their hands, and play with a ball. They can communicate in different parts of the group: in the center, at tables, on the floor, in their favorite corner, etc.

Rule 4: change tempo and rhythm.

Conducting classes of various kinds should emphasize the rhythm of children’s work and their coherence during classes. This should become a business background for all the guys. Time limits, for example, using hourglasses and regular clocks, help change the pace and rhythm. Children develop an understanding that every task has its own beginning and end, and requires a certain concentration.

Rule 5 - the socio-game methodology involves the integration of all types of activities, which is the most valuable in modern preschool institutions.

This gives a positive result in the field of communication, the emotional-volitional sphere, more intensively develops the intellectual abilities of children compared to traditional education, and promotes speech, cognitive, artistic, aesthetic, social, and physical development. Learning takes place in a playful way.

Rule 6: in our work we are guided by the principle of polyphony: “You chase 133 hares, you look and catch a dozen.”

It is more interesting for a child to acquire knowledge together with his peers, and he is more motivated. As a result, all children discover new knowledge, only some more, some less. One of the authors of this socio-game technology, Vyacheslav Mikhailovich Bukatov, says: “The authors of socio-game pedagogy have a cunning style. The main thing in it is the resuscitation of one’s own intuition... The socio-game style is to direct the lesson in such a way that the heart rejoices both in yourself and in all participants. Any live work can be called work in the socio-game style...”

We organize communication between children within the framework of this technology in three stages:

At the very first stage, I teach children the rules of communication, the culture of communication.

(children learn to negotiate, which means listen and hear their partner,

own speech develops);

At the second stage, communication is the goal - the child realizes in practice

how should he organize his communication in a microgroup in order to fulfill

learning task;

At the third stage, communication is a pedagogical means, i.e. through

communication I teach preschoolers.

The main task that preschool teachers must solve for children is to eliminate (partially or completely) a speech defect and prepare the child for successful schooling as a result of the use of socio-game technologies.

Bibliography

1. A.P. Ershova, V.M. Bukatov / Pocket encyclopedia of socio-game techniques for teaching preschoolers: a reference and methodological manual for teachers and preparatory groups of kindergarten / – St. Petersburg: Educational projects; M: Research Institute of School Technologies, 2008.

2. A.P. Ershova, V.M. Bukatov / Return to talent / – St. Petersburg: Educational projects; M: Research Institute of School Technologies, 2008.