Consultation for educators on creating game layouts
Playing with models is a higher level of development of role-playing games; it is in demand by children and contributes to their development. By organizing an object-based play environment using layouts in the senior group, the teacher has the opportunity to solve problems related to the development of plotting in children.
In the lives of older preschoolers, a new form of story play - director's play - with small toys, where the child unfolds events with toy characters, identifying himself with them or distancing himself, performing one or several roles, occupies a large place.
In order for the game to develop in a preschool institution, first of all, a universal layout is needed.
Game layouts are conventionally divided into two types:
- Layout models are reduced integral objects.
- Layout maps that display a certain territory and guide the child to the development of plot events taking place in this territory and around the objects that design it.
This work should be based on close interaction with the families of the pupils. Particularly interesting is the joint production of a mock-up model, which is a small plane with stable structures fixed on it (houses, trees, mountains, etc.), complemented by thematic figures-characters and objects denoting events-actions, surroundings (trees) . Doll houses need to be provided with the necessary “vital” set, some parts of which are fixed, and other parts the playing children arrange as they wish.
Layout maps are large planes with places for possible objects marked on them and several key objects - space markers. Thus, on the “City Street” layout map, roads and building sites are highlighted in color; the territory is supplemented with several commensurate objects (houses, garages, overpass bridge).
A landscape layout map is a plane with a natural territory (forest, river) marked in color, which is supplemented by several small markers freely placed on it - trees, a house, a fence.
The layout seems to come to life, filled and supplemented with a variety of subject material, depending on the children’s play plans and their individual characteristics. To develop the game, it is necessary to accumulate multifunctional material varied in content.
In the process of such games, children’s creative initiative develops, and various play ideas arise. They change, are supplemented with objects, and two or three layouts can be combined. Children come up with stories, combining real and fairy-tale, fantastic events, for example, models of “Zoo”, “Dinosaur Park”, “House”, “Our Street”, “Traffic”, etc.
Games with layouts contribute to the development of initiative and volitional effort in children.
Children designate a specific goal in the game, independently complement the layouts as they wish, using productive activities. Children's level of curiosity increases, they ask questions regarding objects and phenomena that lie outside the circle of direct observation (about nature, historical events, space, human health). Children include their new ideas in the plots of games and in the themes of drawings.
There are techniques that help increase children's interest in playing with models. This is, first of all, fiction that creates in the imagination of children various “worlds” with amazing characters and plots. Inhabitants-characters, additional items for the model can be made in the process of joint productive activity of children with the teacher (from paper, cardboard, wire and other waste material).
It should be noted that the layout is the central element that organizes the object environment for playing with small toys. It raises the ability to construct a plot to a new level, promotes the general development of preschool children, and is a connecting link between various forms of adult-children and free children’s activity.
“The layout, as one of the elements of the subject-spatial environment in the conditions of the Federal State Educational Standard of Education
Educator
:Gulyaeva Oksana Nikolaevna
Place of work
: MBDOU "Kindergarten "Keskil" village Tuora-Kyuel MR "Tattinsky ulus" Republic of Sakha (Yakutia)"
Project participants
: group children, teachers, parents.
Project type
: gaming
Duration
:long term
Project theme:
“The layout, as one of the elements of the subject-spatial environment in the conditions of the Federal State Educational Standard for Educational Education”
Relevance:
In accordance with the scientific concept of preschool education as a stage of the general education system, ed. IN AND. Slobodchikova before preschool educational institutions teachers have identified guidelines for methodological search in two directions: improving the technologies of the educational process, on the one hand, and implementing partnership interaction with the child in a comprehensive thematic model of organizing the educational process, on the other hand.
In the practice of mastering a complex thematic model, in our opinion, the technology of prototyping in the play and cognitive activities of preschool children deserves attention. From N. Korotkova’s point of view, the layout is not only a central element that organizes the subject environment for playing with small toys, but also a connecting link between different forms of adult-children’s and free children’s activity (reading literary texts, productive activities, story-based games). So the layout
should take its rightful place among technologies for implementing the content of a thematic complex and in its subject-game environment. In the works of various researchers, model games with small toys are given the role of one of the forms of story play. J. Piaget draws attention to the fact that “...through small material, imaginary worlds are created, captured by the single gaze of the creator – the child.”
According to the theory of N.Ya. Mikhailenko, what unites all forms of play is the focus of older preschoolers on modeling the world through sequences of plot events that recreate holistic life-semantic contexts. The developmental environment for the play of older preschoolers includes two main factors: this is, first of all, an adult playing with children - a partner who sets examples of plot combination (plot formation), as a more complex way of building a game, and the subject environment itself, which activates and promotes children's play outside the adult actually involved in it.
By the age of 5, having mastered conventional action with objects and role-playing behavior, the child moves to the next stage of play - he can build many game “worlds”, embodying them in objective form (in the form of original layouts), inventing and combining various plot events. This stage of game development can be called the stage of plot development. Games on a model basis already in middle preschool age contribute to the fact that creative director's play, as one of the forms of plot play, takes its rightful place in the lives of older preschoolers. Play with models is a higher degree of development of plot-role-playing games, it is in demand by children and contributes to their development . By organizing a subject-game environment using layouts in the senior group, the teacher has the opportunity to solve problems related to the development of plotting in children. In order for the game on a layout basis to develop in the educational process of a preschool institution, as an element of the subject-environmental model, improvement is necessary methods of its implementation in the content of any thematic complex.
Novelty:
Creating conditions for the implementation of the educational and educational process in accordance with the Federal State Educational Standard for Preschool Education, taking into account the capabilities of modern children through the use of models in creative director's play.
Goals of methodological development:
- Creating conditions for children to play on a model basis, as one of the universal means of enriching the subculture of a preschooler.
- Formation in games - models of the symbolic function of the child’s consciousness, development of his cognitive and communicative activity.
Tasks :
1. To study new approaches in organizing a developing subject-spatial environment that ensures the full development of preschool children
2. Organize a developmental environment that promotes the full development of children, taking into account their needs and interests;
3. Create conditions for providing different types of activities for preschoolers
(game, motor, intellectual, independent, creative, artistic, theatrical)
4. Promote cooperation between children and adults to create a comfortable developmental subject-spatial environment in preschool educational institutions.
5. Provide a variety of layout bases for the child’s free choice in a subject-development environment; objects-markers of space and objects thematically defined, indefinite and polysemantic.
6. Ensure variable playing out of the layout together with an adult in the style of partnership interaction and for free children’s activity.
Expected Result:
1. Equipment has been selected to create a variety of mock-up bases.
2.100% of children are involved in the process of playing out the models.
3. 50% of the children in the group have developed plotting skills.
Classification of layouts (brief description).
According to N.A. Korotkova, layouts are conventionally divided into two types of models and maps:
Layout models are smaller, integral objects that direct the child’s imagination mainly to events occurring “inside” these objects; ("Dollhouse").
Layout maps display a certain territory, direct the child to unfold story events “outside”, around the objects that make up this territory (“City streets”, landscape layout - a generalized “natural” space). “Universal” layouts serve as the basis for organizing a story game. preschoolers with small toys. At the same time, game items in the layout can, to varying degrees, set the theme of the plot. In this regard, they can be divided into thematically defined
(for example, a figurine of a fireman and a fire truck), thematically
ambiguous
(for example, a conventional figurine of a man and a platform on wheels, which can become any vehicle) and thematically
indefinite
objects (usually designated as
a polyfunctional material,
for example, a carved wooden block, which in a child’s imagination can become an animal, a building, or a fountain).
Layout models
They represent a small plane with a stable structure-building attached to it, which has a façade part and the interior of this building given in a vertical section. A “doll house” is a room with pieces of furniture (a table, a couple of chairs, a bed, a sofa).
Layout cards
- these are planes (at least 50x60 cm) with a plan - a diagram and objects -
space
markers . On the “City Streets” layout, roads and building sites are highlighted in color.
The territory is supplemented with objects (houses, garage, gas station, bridge, overpass). Landscape layout map
- this is a plane with the color and relief of a natural area (forest, river bed, hills, ravines) indicated.
The territory is supplemented with small space
markers (trees, fence, house)
"Universal" layout
- this is just a sign that “guides” children to a possible imaginary situation, uniting participants in a joint game, outlining the boundaries of the play space within which the “assembly” of game plans is carried out in a common plot movement.
Universal techniques for working with a layout:
- Enriching children's ideas in the process preliminary work
on a given topic: looking at illustrations, conducting excursions, using ICT.
- Making new items for a model in joint productive activities with an adult (from any material)
- Examination with children of the model base and material for the model game (familiar and updated).
- Playing together with children (demonstration of playing techniques; involving the child in actions with the model; giving the child initiative).
We build the educational process with children according to a comprehensive thematic principle. It is easy to introduce regional and cultural components into the content of work with the layout. When organizing the educational process, we try to ensure the unity of educational, developmental and training goals and objectives. The educational process is based on the integration of content.
At each stage of preschool childhood, play has its own characteristics. Thus, in the lives of older preschoolers, a new form of story-based play—director’s play with small toys—occupies a large place. But in order for it to develop, kids need an attractive play space. Such a space can be a layout. When playing with layouts, the child creates an imaginary situation, plays one or several roles. Models real situations or social relationships in a playful way. The main thing in creating a layout, which is created independently by children or in joint activities with a teacher, is that when placing components of the layout, the child applies the acquired knowledge, summarizes the information received earlier, thus the development of speech occurs, preschoolers learn to reason, and therefore develops logical thinking, vocabulary and expressiveness of speech. Thus, regardless of their type and purpose, layouts are used in various types of activities: gaming, communicative, labor, cognitive-research, productive, musical and artistic. Games with layouts develop the child’s intellectual qualities and initiative. In games, children reach agreements and strive for mutual understanding.
In my work, I use layouts to “immerse” children in a lexical topic. I use layouts to familiarize children with the world around them.
The period of making a model has intrinsic value and is a learning process in itself. When making models, children describe an object or phenomenon, compare, reason, ask a lot of questions, and expand their vocabulary.
Layout
– the result of constructive and creative activity and a very attractive playing space. Based on ready-made models, we conduct conversations, compose stories for children, and directing games. At all stages of work, children consolidate their impressions in productive activities.
It should be noted that all objects are not attached to the layouts; children can move them freely across the entire surface of the layout. All presented models are used by children in independent activities.
The layout is not only the central element that organizes the object environment for playing with small toys, but also the connecting link of various types of joint activities between adults and children and free children's activities.
Providing activities that are attractive to the child, the layout also makes life easier for parents: on the one hand, the child is captivated by the game and does not experience boredom, on the other hand, the layout is a good hint for an adult to join the children’s game as a partner, a reason to enrich the child’s plans, for meaningful communication with him. It is the game layout that can captivate an adult, return him to some point in childhood, and make him a sincere, emotional partner of the child.
The advantage of the play layout is that, being the core of the play corner, it collects a variety of scattered toys, allows you to get by with a small number of them, directing the child to adapt the materials to suit his plans. The game layout develops the child, relieves him of boredom and provides support for adults to collaborate with children.
I. Preparatory stage.
(2013-2014)
- The teacher determines the topic, goals and objectives, the content of the project, predicting the result.
- Discussion with parents of the project, clarification of possibilities, funds necessary for the implementation of the project, determination
content of the activities of all project participants.
II. The main stage of the project implementation
.(2014 -2015)
- Work with children.
- Interaction with parents
- Create conditions for providing different types of activities for preschool children (play, motor, intellectual,
independent, creative, artistic, theatrical)
In the course of implementing the assigned tasks, I made various layouts, which provided the opportunity for the child’s self-development.
- "World of Insects"
- "Undersea world",
- "Africa",
- "Dinosaur World"
- "North",
- "Wild animals in the taiga"
- "Farm",
- "Village yard"
- "Arctic",
- "Space",
- "City",
- "Fire shield",
- "Reptiles"
- "Pets",
- "Zoo",
- "Ministry of Emergency Situations"
- "Gas station"
- "Car Parking"
- "Tree of the Seasons".
- "Web"
- "Hunting Lodge"
Organization of interaction with families of pupils
.
In order to provide feedback from parents on the creation and organization of a developmental environment, a wide variety of work was carried out.
- Master classes
- Parent meetings
- Exhibitions
- Consultations
Consultations increased parental competence regarding the importance of organizing a developmental environment in a group
In order for parents to practically master the methods of making manuals, attributes for games and layouts, a master class “Do-it-yourself games” was held. Thus, joint activities with parents have a positive effect on the formation of cognitive processes: perception, memory, thinking, attention, imagination and productive activity, which in the future will help to avoid many problems of schooling.
III. The final stage
.(2015 -2016)
1. Summarizing the results of work with children and parents. 2. Analysis of the effectiveness of the work system for creating models for independent activities in children and their use during games. 3. Creative self-presentation at the teachers’ meeting on the success of the project 4. Exhibition of layouts.
Analyzing the work done, we can draw the following conclusions:
-the topic of the developed project was chosen taking into account the age characteristics of children, the amount of information that can be perceived by them, which had a positive impact on various types of children’s activities;
- a positive reaction and emotional response of children when playing with models was noted; the child’s intellectual qualities, initiative and volitional effort developed. Children’s level of curiosity increased, they ask questions. Games with models contributed to familiarization with the world around us, the development of creative cognitive thinking, the development of communication skills, monologue and coherent speech, as well as the ability to play in a team.
The use of layouts not only contributes to the development of role-playing play in preschoolers, but also enriches the subject-development environment in the group.
We believe that we have achieved good results in the interaction between teachers and parents. Parents took an active part in the implementation of the project. Thus, the leading pedagogical idea of the innovative project is a reasonable combination of traditional and modern approaches and the introduction of MBDOU into the work system
Thus, the Federal State Educational Standard in preschool education is aimed at creating optimal conditions for the development of preschool children in modern conditions, realizing the child’s right to accessible, quality education. A skillfully created subject-based developmental environment promotes the development of independence in children.
- Proper equipment of various zones and centers of activity (play, cognitive-research, productive, motor) promotes intellectual creativity, physical, mental development of preschool children.
The created aesthetic environment evokes in children a feeling of joy, an emotionally positive attitude towards kindergarten, a desire to attend it, enriches them with new impressions and knowledge, encourages active creative activity, and promotes the intellectual development of preschool children
References:
1.N.Ya.Mikhailenko, N.A. Korotkova. How to play with a child. M.: Academic project, 2001.
2.N.Ya. Mikhailenko, N.A. Korotkova. Organization of a story game in kindergarten. M.: “Gnome and D”, 1997
3.N.A. Korotkova. Educational process in groups of children of senior preschool age. – M.: LINKA-PRESS, 2007.
Features of planning games with layouts
I. Layout models
Tasks:
- Based on the existing layout with objects (figurines, space markers, objects that help perform actions), come up with a plot and develop it alone or with partners.
- To play with the layout, select substitute objects, enriching the subject environment of the game.
- Together with children, create a subject environment for layouts, enriching the plot.
- Invent new plots, combining several layouts, combining realistic and fantastic events into a plot.
Techniques:
- Presentation of additional material for the mock-up game.
- Conversation after the game - highlighting an interesting plot and role-playing behavior of children.
- Playing together with children in order to captivate them and develop their imagination.
- Replenishing children's knowledge on the topics of model games through reading, storytelling, conversations, and watching videos.
II. Layout cards
Tasks: come up with your own game on a mock-up card, using ready-made game items, substitute items, creating your own additions.
Techniques: when playing together with children, include different forms of communication (dialogue, communicative games, conversations) and first provide new knowledge on the topic of the game.
Notes on “Making models of natural areas” in a preparatory group for school.”
MADO "Child Development Center - Kindergarten No. 30" Kungur, Perm Territory
Joint activities on environmental education
“Making models of natural areas” in a preparatory school group.
Authors: Zharnikova Marina Anatolyevna, Malanina Marina Vasilievna
Target
: Creating models of different natural areas.
Tasks:
Educational
To consolidate children's knowledge about various natural zones of the globe and their characteristics, plants and animals (the Far North, Africa, Australia, central Russia).
Encourage children to use their knowledge of natural areas to create models of natural areas.
Develop the skill of working together in micro groups.
Enrich and activate children's vocabulary.
Developmental
:
Develop verbal and logical thinking in children, reason, draw conclusions, perform work according to the algorithm. Educational
:
To cultivate a sense of goodwill, responsibility, cooperation, a desire to study nature and treat it with care.
Material:
Boxes, colored paper, glue, scissors, sets of animals from different natural zones, pictures of nature from different natural zones, patterns - blanks for designing animals. Preliminary work:
Familiarization with a map of natural zones, reading encyclopedias, educational literature about natural zones.
Progress:
- Do you love to travel? (Children's answers.) - Today we will go on an exciting journey, and you will find out where from various riddles.
- Listen to my riddles:
What kind of country is this? This is a miracle continent, It is very hot. It is beautiful and small.
Sun, summer all year round And there is only one Sea, palm trees and sand. Picturesque country. The deserts here are hot, In other places there are such animals
The stars are bright at night. I can hardly find them, There are dense forests, After all, kangaroos are prickly among the steppes. They only walk in... What kind of country is this? (Australia.)
She's very hot. (Africa)
On the planet this place is open on all sides, extremely interesting. There are a thousand columns in the house, there are no trees at all, there are tents above the columns,
Clover doesn't grow either. There are carpets under the columns. And everywhere - ... They live there on carpets,
(North) On columns and tents.
(Forest)
-What were all these riddles about? (about natural areas)
— You and I have already read encyclopedias about natural areas, looked at pictures of the natural and animal world, looked at a map, and today we will make models of natural areas.
- To do this, you need to unite at will into 4 groups, who would like to make which model of the natural area.
-You see, there are 4 tables on which there are animal toys and pictures with climatic landscapes, you will need to guess the layout of which part of the world you will be making.
The 1st table will create a layout of Africa.
2nd Australia.
3rd North.
4th. Central Russia
— On the tables there is an algorithm for doing the work.
— You need to distribute responsibilities for completing the work among your group members. Carefully consider the execution algorithm, agree on the sequence in which the parts will be glued to the layout.
Once the layouts are ready, you will need to choose who will talk about the features of your natural area.
Children doing work.
When the models are ready, the children present their natural area to all participants.
And they talk about their impressions and difficulties when creating the layout.
Read the poem to the children:
May our native Earth be more beautiful year after year. We are not guests on the planet. Remember this, children!
Organize an exhibition and excursions for children of younger groups.
Product of joint activity.
A product of joint activities of children and parents.
