Classification of games and formation of groups
Work should always be carried out in small groups (“peer groups”). The most optimal number of people is no more than 5. In order not to leave any of the children offended when dividing, you can resort to different methods, for example, setting hair or eye color, floor of residence, the presence of a particular pet, etc. as a dividing characteristic. A leader always acts on behalf of the formed group, who, firstly, is chosen by the children themselves, and, secondly, is regularly replaced.
The teacher involves children in different types of activities (sitting, standing, at tables, on the street, etc.) with a constant change in tempo and rhythm. In this way, preschoolers will be passively trained in the ability to conduct business in a focused and focused manner, because where the beginning and end are known, it is simply impossible to ignore existing restrictions.
The classification of game tasks is as follows:
- For a working mood. The main goal is to stimulate interest in interacting with each other, as well as to mobilize the body's resources.
- For social and gaming involvement in the matter. Here, direct communication between the teacher and children occurs, during which they learn, remember, distinguish, systematize or master any material.
- Warm-ups. Their distinctive feature is the presence of quickly arising excitement, laughter, and frivolity. Children relax psychologically and physically, relax, and rest.
- For creative self-affirmation. Here the result should be the achievement of a result related to the artistic sphere - the formation of aesthetic taste, learning the basics of drawing, dancing, musical performance, etc.
- Freestyle. Typically, such games involve being outside the room and premises, because... they require more space and freedom of movement.
However, starting to master games right away is both risky and not entirely correct.
In order for social gaming technology to produce the expected results, its implementation must be carried out in 3 stages - these are:
- Instilling the rules and culture of tolerant communication. The child learns how to listen, hear and successfully negotiate with a partner.
- Practicing acquired skills in mini-groups. In practice, a preschooler learns to organize communication, because this is the only way he will achieve the educational task assigned to him (answer, find, offer, etc.).
- Full and fruitful work of the teacher with his students, the use of communication as an effective pedagogical tool.
Essence
The Federal State General Educational Standard (FSES) instructs Russian educators to approach teaching children from a qualitatively new angle. From now on, the educational process should not treat everyone with the same brush, but take into account both the general age characteristics of children and their individual differences. The main task of kindergarten employees is to release preschoolers from the walls of institutions who want to actively learn, explore the world and improve themselves. Socio-game technology, founded in 1988 by the joint forces of Soviet teachers E.E. Shuleshko, A.P. Ershova and V.M. Bukatova and taking as a basis such a form of activity as a game, is able to successfully cope with the goal.
An invariable condition here is the creation of an atmosphere of mutual respect and freedom of thought, action, and choice. There is a refusal to impose the experience or knowledge of an adult. The artificial planting of various postulates is unacceptable. It is necessary to ensure that participants trust both each other's words and their own feelings, and also do not experience dissonance between personal experience and what others say. This is the only way to turn education and training into a voluntary, pleasant, joyful process and achieve the formation of key competencies: friendly communication skills, interpersonal communication, basic self-control and regulation of one’s own activities. Without long and tedious training, you will develop the ability to speak coherently and correctly.
Master class “Socio-game technologies in preschool pedagogy”
Master class on the use of socio-game pedagogical technology in organizing the educational process
Author: Silchenko N.V.
Date: 03/20/2018
Technology: master class.
Goal: Using socio-game pedagogical technology in organizing the educational process
Tasks:
1. To form an idea of 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. Introduce games aimed at developing the socialization of older preschoolers;
4. Develop the creative activity of the teaching staff.
Equipment:
Progress:
In order for those present at the master class to get to know each other and get ready for work, I conduct the game “Whoever I look at, he calls himself”
Socio-game technology is the development of a child in playful communication with peers. 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. The socio-game style of teaching or mood pedagogy is based on the development of communication skills in preschoolers. Socio-game pedagogy is based on the principle of organizing classes as a game of life between micro-groups of children (small societies).
The principles that underlie socio-game technology:
— this is the development of a child in playful communication with peers;
- this is the teacher’s having a new view of the child as a subject (and not an object) of education, as a partner in joint activities.
Within the framework of this technology, we set ourselves the following tasks:
- Help children communicate effectively;
- Make the educational process more fun;
- To promote the development of their active position, independence, and creativity;
- Raising preschoolers means learning new things.
Socio-game technology is aimed at developing communicative qualities in children, therefore this technology is based on children’s communication with each other and with adults.
Three stages of communication:
- at the very first stage, we 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 micro-group in order to complete the learning task;
- The third stage of communication is
pedagogical means, i.e. through
communication we teach preschoolers.
Principles of guidance in working with children using socio-game 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.
— Change of mise-en-scene, that is, stops when children can communicate in different corners of the group.
– Focus on individual discoveries. 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 occurs in fours and threes.
– The principle of polyphony. For 133
You'll chase hares, and you'll catch a dozen.
6 “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.
It is optimal for productive communication and development to unite in small groups at a younger age in pairs and triplets, at an older age 5-6 children. Activities of preschoolers in small groups are the most natural way for them to develop cooperation, communicative qualities, and mutual understanding.
You can share:
- by color of hair, eyes, clothes;
- so that at least one letter in the name is the same
- who lives on which 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. (Magic Glasses game)
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 – social – gaming technology involves the integration of all types of activities,
which meets modern requirements.
Learning takes place in a playful way, for this you can use various games that develop attention, phonemic hearing, thinking, and the ability to interact with each other: “Listeners”, “Relay Race”, “I am not responsible for myself”, “Magic Wand”, “Cities” with the unprecedented”, etc. ( Show the example of the game “Magic Wand”,
)
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. ( “Word with one letter”)
Using the “golden” rules of socio-game technology, children learn:
- listen and hear each other, express your opinion, negotiate, come to agreement;
- children develop speech interaction;
- a positive attitude towards the surrounding world, other people, oneself, and peers is formed;
- children know how to defend their position and object to adults reasonably and kindly;
there is no feeling of fear for making a mistake.
Revealing the content of socio-game technology, I tried to show its relevance today in working with preschoolers. And for the practical applicability of the “golden rules” of socio-game technology, I invite you to play a little as children and play with me.
"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)
“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
"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:
- supplement the “photo” with your understanding
-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
“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 quarrel.”
, the next one must offer his own version of
“I don’t like, …”.
Counterclockwise the game continues
“I love, …”
MAGAZINE Preschooler.RF
CONSULTATION “Socio-game technology in organizing educational activities for preschool children”State budgetary preschool educational institution kindergarten No. 1 of the Kolpinsky district of St. Petersburg
Compiled by: senior teacher Shumakova Galina Anatolyevna October 2013
I would like to start our meeting today with a quote from Vyacheslav Bukatov, the author of the book “Shishel-myshel, he took it and left” , on socio-game technologies: “It’s not so much innovation (which for educators are often a “pig in a poke” ), as are the most well-known and tested “old-fashioned methods” . And socio-gaming technologies can become such methods.”
In accordance with the federal state educational standard, the educational program of preschool education must be based on age-appropriate forms of work with children. The main form of work with preschool children and the leading activity for them is play.
“socio-game style” itself appeared in 1988. In 1992, an article appeared in the Teacher’s Newspaper entitled “Freestyle or chasing 133 hares,” where the author, relying on materials from supporters of socio-game pedagogy (E.E. Shuleshko, A.P. Ershova, V.M. . Bukatov), describes the organization of activities with children as games between microgroups (small societies - hence the term “socio-game” ) and simultaneously in each of them.
"Socio-game pedagogy has a tricky style" . It “is to direct the lesson in such a way that the heart of both yourself and all participants rejoices. Any live work can be called work in the socio-game style...”
Socio-game technology is games and activities for children in small groups that allow the child to determine the purpose of his actions, look for possible solutions, and demonstrate independence in solving problems that arise.
Differences between traditional and socio-cultural pedagogy:
Socio-game pedagogy Traditional pedagogy
The ability to act at the pace of general work, to hear and see others, to provide timely support to a friend in a game, in a lesson, to be able to bring the matter to the expected result. Pupils are isolated from each other, crushed by the requirements of the programs
The teacher and the pupil are partners (subject - subject relations) Dictate of the teacher (subject - object relations)
Development of independence Obedient repetition of formulations
Absence of discreteness in the work of a teacher (didactic knowledge is not divided into parts, but intertwined with each other) Presence of discreteness - didactic knowledge is divided into parts (principles, methods, techniques and results)
An activity-game is life between microgroups (small societies - hence the term “socio-game” ) The activity does not in any way encourage free creativity and play
Play is constantly present in a child’s life, not only in kindergarten, but also in elementary school lessons. The child should first of all acquire new knowledge (activities) and only play if he has free time.
Equality between children and adults is the basis of the socio-game approach. An adult and a child have the same right to make mistakes. The activities of teachers are very declarative: the adult is always right and the child should not argue with him, defending his point of view
The essence of socio-gaming technologies can be revealed in the 6 most basic rules and conditions:
Rule 1: work in small groups or, as they are also called, “peer groups” .
It is optimal for productive communication and development to unite in small groups at a younger age in pairs and triplets, at an older age 5-6 children. The main thing in the activity is the “child-child” , and not “teacher-child” , since one of the most intense, trusting and fruitful forms of relationships between people is the relationship between peers. An adult proposes something to a group of equals, and children know how to organize themselves so that there are no those who did not succeed and those who have already done everything a long time ago. Every child here feels skillful, knowledgeable, and capable. Activities of preschoolers in small groups are the most natural way to develop cooperation, communication, and mutual understanding. Children know how to empathize with each other, provide support, and feel responsible for each other. In groups, children learn to talk, listen to others, remember, develop imagination, reaction speed, and the ability to jointly complete any task. The emotional, mental, and contact spirit of each child is activated. The process of dividing into groups itself is an interesting, exciting game and contributes to the emergence of friendly relations between children and the ability to come to an agreement.
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. But what to do when someone constantly strives to be a leader, but someone does not want to be one? From work experience, we can say that a child who does not want to be a leader still becomes one several times during the year, and children who are leaders often give up their positions to less active peers.
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. This gives a positive result in the field of communication, socialization, emotional-volitional sphere, more intensively develops intellectual abilities, promotes speech, cognitive, artistic, aesthetic, and physical development. Learning takes place in a playful way, for this you can use various games that develop attention, phonemic hearing, thinking, and the ability to interact with each other: “Listeners” , “Relay Race” , “I am not responsible for myself” , “Magic Wand” , “Cities with the unprecedented” , etc.
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. And the teacher will need to remove the frank manner of teaching and replace it with 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. Let unexpected improvisations arise “at every step . And it doesn’t matter if something turns out to be unrealized. This is not an indicator of pedagogical inability. On the contrary, it is an indicator of pedagogical skill.
Using the “golden” rules of socio-game technology, children learn:
- listen and hear each other, express your opinion, negotiate, come to agreement;
- children develop speech interaction;
- a positive attitude towards the surrounding world, other people, oneself, and peers is formed;
- children are able to defend their position, argue reasonably and kindly with adults, the teacher and children become closer;
- there is no feeling of fear for making a mistake.
Socio-game technology contributes to:
- Realization of children's needs for physical activity.
- Maintaining mental health.
- Overcoming indecisiveness and uncertainty in timid children.
- Formation of independence, initiative, and communication skills in preschoolers.
- Increasing the level of cognitive and creative abilities.
Classification of games with a social gaming orientation:
- games for work mood
- warm-up games
- social gaming games
- creative self-empowerment games
- freestyle games.
1. Games for the work 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.
In the process of such games, it is easier for children to overcome fear, hostile wariness, resolve scandalous disputes and reluctance to play together and engage in activities in general.
2. Warm-up (discharge) games.
Games in this group are united by the principle of accessibility, an element of competition and funny, frivolous winnings. Games are dominated by the mechanism of active and psychologically active recreation.
3. Games of socio-game involvement in the business.
Used in the process of assimilation or consolidation of material. If children learn to distinguish, remember or systematize something, then they will learn this in the process of completing the game tasks that make up this group.
4. Games of creative self-affirmation.
When performing these games, the artistic and performing result of the action is taken into account more.
5. Freestyle games.
Playing these games requires space and freedom of movement, i.e. they cannot always be done in a group.
Revealing the content of socio-game technology, we tried to show its relevance today in working with preschoolers. And for the practical applicability of the “golden rules” of socio-game technology, we invite you to spend a little time in the role of children and play.
The first game is called "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, a driver is selected (for the first time there may be a teacher), he chooses one of those 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.
The next game is called "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 a picture and find your place in the 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. 10 minutes are allotted for this (an hourglass is set). After the time has passed, the presenter suggests exchanging lists - sketches and guessing 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.).
I suggest playing another game “Gifts” .
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 his token; if not, the guesser gives him the token. Each player has 3 tokens. We play 3 times, then count the tokens.
Today, at our meeting, we tried to introduce you to socio-gaming technology and at the end of our meeting, I would like to hear your opinions, suggestions, wishes, comments. (Meeting participants express their attitude to the presented material).
Questions for reflection:
- What distinguishing features of socio-game technology from traditional forms of working with children have you noted?
- Have you become interested in using social gaming technology in practice?
At the end of the meeting, participants receive reminders with the “golden” rules of socio-game technology.
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