CONSULTATION “Socio-game technology in organizing educational activities for preschool children”

Socio-game technologies in working with preschoolers

Pedagogical technology.
Socio-game activity of preschoolers “The main concern of educators is not education, not entertainment, not even development, but such a non-didactic thing as friendship.” E.E.Shuleshko Founders of socio-game technology E.E.Shuleshko, A.P. Ershova, V.M. Bukatov. RELEVANCE Socio-game technology is the development of a child in playful communication with peers. 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, for education today, more relevant than ever, “the best rule of politics is 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 to comply with this statement. 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, resulting in the effect of voluntary and learning , and teaching, and training." GOAL: - organizing children’s own activities in an atmosphere of mutual understanding. Laws of communication: - do not humiliate a 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. OBJECTIVES: -Formation of friendly communicative interaction skills in preschoolers using grammatically correct coherent speech. -Development of full interpersonal communication skills in children, 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 speech 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 MAIN OBJECTIVE is to eliminate (partially or completely) a speech defect as a result of the use of social gaming technologies and prepare the child for successful learning at school. PRINCIPLES: - 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 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 includes fours and threes. FORMS OF ORGANIZATION: - Games with rules. — Competition games. — Dramatization games. — Director's games. — Role-playing games. — Fairytale therapy. — Method of creating problem situations with elements of self-esteem. — Techniques socially aimed at creating a situation of success and comfort. — Trainings. - Self-presentation. GROUPS OF GAME TASKS 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 and playful involvement in 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 mastering or consolidating educational material; 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 of the action. 5. Free 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 IMPLEMENTATION OF TECHNOLOGY IN THE DEVELOPMENT OF SENIOR PRESCHOOL CHILDREN - Children develop speech 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 has been formed towards the surrounding world, other people, oneself, and peers. -Children have no sense of fear for making a mistake. BASIC RULES: RULE 1: Work in small groups or, as they are also called, “peer groups.” The optimal way for productive communication and development is to unite in small groups: at a younger age - in pairs and triplets, at an older age - 5-6 children. In such groups there is natural, both internal and external freedom, openness, the opportunity to choose your own company, a partner, meet and communicate with different children, be interesting to others, express your opinion and listen to others. Joint activities allow each child to establish themselves in their capabilities and abilities, comparing themselves with others. One of the indispensable conditions of social gaming technology is the constant change in the composition of small groups and the organization of interaction between companies so that children become “friends” in relation to everyone, and not “strangers”. The constant change of companies allows each child to constantly change his position in communication, to show characteristics of character, temperament, and behavior. 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 corners: in the center, at tables, on the floor, in their favorite corner, etc. RULE 4 : Change of pace 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 my work I am guided by the principle proposed by the authors of socio-game technology: “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. STAGES OF CHILDREN'S COMMUNICATION: - at the first stage, teach children the rules of communication, the culture of communication (children learn to negotiate, and therefore listen and hear a 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 educational task; - at the third stage, communication is a pedagogical means, that is, through communication, the teacher teaches preschoolers. ADVANTAGES OF SOCIAL PLAY STYLE: - the “child - peers” relationship, the teacher is an equal partner, the barrier between the teacher and the child is destroyed; - children are peer-oriented, which means they are not obedient followers of the teacher’s instructions; - children are independent and proactive, they themselves set the rules of the game, discuss the problem, and find ways to solve it; - children negotiate, communicate (play the role of both speakers and listeners); — children’s communication occurs within the micro-group and between micro-groups; - 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. ADVICE TO DOWE TEACHERS: 1 ADVICE: Be prepared for your own mistakes: -Whatever proposal to play, show, remember, invent or implement is expressed by the teacher, he must proceed from the real capabilities of this group. But these possibilities are not immediately clear, so he needs to be prepared for his possible mistakes, since the upcoming activity may not always be successful. - All obstacles encountered in socio-game work should be considered by the teacher as the content of educational activity, seeing in it the essence of their tasks, and in overcoming them - the essence of the development of both the entire group and the child himself. 2 TIP: Do not chew the meaning of the task - Children often say that they do not begin to complete the task because they “didn’t understand” anything. But this does not at all mean the need to “chew” tasks so that there is nothing left for the child to guess, figure out, or understand. -In socio-game tasks, the share of independence of the performer must necessarily increase from time to time. Then children may feel: “I didn’t understand” - it’s probably just being cautious, being “too lazy,” or thinking, or trying. And if they see one of them trying and understand that there is nothing wrong with it, then the number of those who refer to “didn’t understand” will decrease. -Sometimes the teacher must explain (repeat) the task if she felt that the previous explanation turned out to be incomprehensible in essence, or rather due to her own fault, and not because of the inattention or passivity of the children being taught. 3 TIP: Pay attention to interesting surprises -If children perform a task incorrectly because it was misunderstood, you need to pay attention to everything unexpected and interesting in completing the misunderstood task. Sometimes it turns out to be more interesting and useful than the “correct” option planned by the teacher. -It is more important to include activity in the work, even if it is not precisely directed, than to drown it out with the fear of mistakes or to reinforce the attitude in children: first you tell me how and what needs to be done, and only then I will do it if I am sure that it will work out. Otherwise, the union of children and teacher breaks down into the leadership of an adult and the dependency of the child. As a result, equality will disappear and the game will die. There will be only one work left, the joy of which comes down to anticipation - “when will my aunt praise me.” 4 ADVICE: Seeing valuable clues in children’s refusals - The most “terrible” trouble - the refusal of some children to participate in the proposed game (task, exercise) - is removed by the teacher’s preliminary readiness to overcome this refusal with a special set of exercises that will allow those who refuse to find the confidence to participation in common work. -Facing with a child’s refusal ceases to be “scary” if you perceive it as a timely hint given by the child. 5 ADVICE: Learn to enjoy the noise - Teachers often become dissatisfied with the unnecessary, seemingly extraneous noise that is natural when the children being taught become more active. -You need to be attentive to what is happening (that is, when noticing and seeing specific children, be aware of whether the noise that has arisen locally is “harmful.” And this is not always the case! -Most often, “noise” comes from spontaneously arising business "rehearsals". And therefore you need to be happy that the task makes children want to work. WORKING WITH PARENTS Goal:
encouraging them to be socially active and self-development, uniting the child-parent team.
Objectives:
- parents’ assimilation of active forms of cognition; - improving skills and skills of friendly communicative interaction in the parent team; - ensuring mental well-being; - correction of impulsive behavior. The originality of the media lies in its versatility: they can be used both at different stages (parent meetings) and at individual events.
Efficiency:
the use of this technology leads to: - to unite the group’s children and parents; - to increase the number of families participating in the activities of the group and preschool educational institutions, in various intellectual and creative competitions; — to improve the pedagogical competence of parents of pupils.

We recommend watching:

Development of creative abilities of children of senior preschool age Sex education of senior preschoolers Written characteristics of the components of the subject-development environment in the teacher’s group Development of vocal and choral skills in senior preschoolers

Pure saying “Finish the line.”

Ra-ra-ra-ra - begins... (game). Ru-ru-ru-ru - we really love... (game). Ry-ry-ry-ry - we can’t live without... (game).

Guess the riddles and solve the crossword puzzle.

· I'll go around all the roads on rubber wheels. I’ll take the passenger and help at the construction site.

· They kick him, but he doesn't cry. They throw him - he jumps back.

· I hold him by the leash, although he is not a puppy at all. And he broke off the leash and flew under the clouds.

· Not a bush, but with leaves. Not a shirt, but a sewn one. Not a person, but a storyteller.

– What item can be called superfluous? (book) Why?

– How can these objects be called in one word? (toys)

Answers from master class participants.

II . Creating a game situation. A so-called “single playing field” is created; children perform a variety of tasks during their travels. At the same time, the storyline passes through all stages of educational activity. The children received a package or letter with assignments, the sender of which was either immediately known, or his name was revealed during the completion of the assignments. Travel activities, excursions. For example: a trip to a fairyland, a tour of a village, a trip to a winter forest by plane, a flight into space, a trip to the land of the Blue Fairy. Educational activities of this kind arouse great interest in children, revitalization, joy and help optimize the process of correctional education in a group for children with speech disorders.

Envelope No. 2 contains pictures of cartoon or fairy tale characters.

Assignment to participants: Carry out a storyline through all stages of educational literacy activities. Draw up a rough plan of educational activities during which children perform various tasks with the characters in the story.

Working with the audience.

Game "Collect the word."

The wind blew and the word scattered. Let's put it together again (ra - doo - ha).

Game “Who can make up the most words?”

Let's make new words from the letters of the word rainbow (arc, glad, friend, gift, blow, hell, ore, reptile, waste, stew, cheers, yes)

Answers from master class participants.

III . Using visual entertaining material : When familiarizing themselves with sounds, children get acquainted with Sound boys, determine their character, find a Sound boy that matches the characteristics of the sound: vowel or consonant, voiced or voiceless, hard or soft, and determine in which sound house he will live. Abstract concepts take on material form, this helps children create a concrete image while mastering abstract terms.

Envelope No. 3.

1 pair. Manual "Steam Locomotive". Goal: determining the position of sounds in a word. Children place pictures in carriages corresponding to the position of a given sound in a word. In the 1st car, pictures are placed in the names of which the sound being studied is at the beginning of the word, in the 2nd car - with the sound being studied in the middle of the word; in the 3rd - with this sound at the end of the word.

2 pair. Manual "Houses". Goal: determining the number of syllables in a word. Houses with one, two, three and four windows, subject pictures. A word with one syllable lives in a house with one window, with two syllables - with two windows, etc.

3 pair . Manual "Jolly Travelers". Goal: differentiation of sounds B-P. Pictures containing the sounds B-P in their names, images of a truck and a bus. Place in the back of the truck only those animals whose names contain the sound B, and in the bus - with the sound P. Then tell which animals are traveling in the car and which are in the bus. Children make up sentences.

Assignment to participants: Tell for what purpose this visual material is used in educational literacy activities.

Working with the audience.

"Let's play rhymes":

seagull - T-shirt, nut, husky, bunny; stove - speech, flow, sword, burn; house - tom, com, rum, catfish, scrap.

Answers from master class participants.

IV . Use of game situations and poetic texts. When getting acquainted with sounds, the correlation of speech sounds with the sounds of the surrounding world is used. U - the locomotive is humming, A - Alenka is crying, R - the dog is growling, etc. To form a sound-letter connection, to assimilate the visual image of letters, entertaining poetic texts are used that help to correlate the sound or letter with objects in the surrounding world.

Envelope No. 4 contains poetic texts and pictures for correlating speech sounds with the sounds of the surrounding world.

Assignment to participants: Tell how this material can be used in educational literacy activities.

Working with the audience.

Game "New Word"

- Add a syllable consisting of a soft consonant sound and a vowel sound to the word horse to form a new word (skates).

- Place a syllable consisting of a voiceless consonant and a vowel sound in front of the word salt to form a new word (beans).

Answers from master class participants.

V. _ Using didactic games. Didactic games are of great importance in the process of speech therapy work, which is due, first of all, to the fact that their main goal is educational. During the didactic game, the child must correctly complete the task proposed by the speech therapist, and the game situation, fairy-tale character, and toy help him in this. It is important that each of the games has a relatively complete structure and includes the main structural elements: the game task, game actions, rules and the result of the game.

Envelope No. 5 contains didactic literacy games.

Assignment to participants: To perform a didactic game, come up with a game situation using a fairy-tale character or a toy.

Working with the audience.

Game "Change the word"

· In the word ball, change the third sound to another hard consonant to make a new word (step).

· Change the first sound in the word ball to another hard consonant to make a new word (steam, bar, gift, heat).

Answers from master class participants.

The gaming technologies I use are used by educators in educational activities during routine moments and in individual work with children. Together we work to create a subject-development space in the group, creating favorable conditions for the full development of our students.

Using gaming technologies in my teaching activities, I came to the conclusion that they make it possible to successfully prepare children with special needs to learn to read and write. Achieving sustainable positive results is confirmed by monitoring data.

Thus, play for a child is an opportunity for self-expression, self-testing, and self-determination. The gaming situation promotes sensory and mental development, helps to consolidate and enrich acquired knowledge, on the basis of which speech abilities develop. As a teacher, I always try to interest students, to convey information to them in a form in which they are able to perceive it, taking into account their age and individual capabilities. That is why the use of gaming technologies in the process of teaching literacy is one of the main requirements in working with preschoolers with speech impairments and helps maintain children’s interest in this section, helps to avoid school difficulties and increase the speech and intellectual capabilities of children.

Dear colleagues, here are 5 groups of gaming technologies. I would be very interested in your opinion. Maybe you find something useful in your work, or maybe you liked a certain group. I ask you to express your opinion. Attach the butterfly.

Thank you, dear colleagues, it was a pleasure to work with you.

Socio - gaming technology

Speech at the seminar “Socio-game technology in preschool educational institutions”

Today, in order for a person to actively participate in the life of society and realize himself as an individual, he needs to show creative activity, independence, constantly improve himself and continuously learn. For these qualities to manifest, you must be able to hear the child.

The child’s voice is especially valuable: if we don’t hear it, there will be no curiosity, voluntariness (the ability to master an activity), initiative, or willingness to change. This is a new step in understanding childhood.” Socio-game technology can help develop all these qualities.

Slide 2: Socio-game technology is the development of a child in playful communication with peers. Socio-game technology guides educators toward finding ways to communicate with children in a way that allows coercion to give way to passion.

Slide 3: Therefore, the motto of each teacher should be the words: “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, training and teaching occurs.”

Slide 4 : Socio-game technology is based on the socio-game method of Shuleshko, Bukatov, who Fr. Therefore, socio-game technology differs from traditional pedagogy.” Socio-game technology implies freedom of action, freedom of choice, and freedom of thought for 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.

Slide 5 : The main objectives of socio-game technology are: improving the quality of children's education; removing fear of activity; development of individuality, erudition and intelligence of children; developing in children the skills of basic self-control and self-regulation of their actions and relationships with others; developing children's skills for coordinated work; development of interaction “Child-child”, “Child-parent”, “Child-adult” to ensure mental well-being.

Slide 6: The main idea of socio-game technology is the organization of children’s own activities - this is the activity that the child wants to engage in, and in which he does, listens, watches, speaks.

Slide 7: What does this mean?

-Movement - under any pretext. So that children can move, negotiate, guess and arrange, and understand in their own way.

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

-Work in small groups of 3-6 people. All groups must obey rules that are discussed in advance and constantly reminded to children.

- One for all and all for one

- the captain does not let the team down, and the team does not let the captain down

-one team answers. and others are listening

- when you work, don’t disturb others

- I did it myself - help a friend

- know how to accept help

— the main thing is not to be afraid to defend your rightness.

The composition of microgroups, their number and strength should change in the process of organized activities.

-In all types of activities, proceed from the capabilities of the children.

-Open a wide path to the game.

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

Slide 8: There are several principles and guidelines for 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.
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. For 133 - you'll chase hares, you'll see, and you'll catch a dozen.

What does this mean: it is more interesting for a child to acquire knowledge together with peers, he is more motivated. As a result, children gain new knowledge, some more. others are smaller due to their individual characteristics.

Slide 9:

Properly selected task games help increase children's motivation to acquire new knowledge.

Games - tasks for a working mood (“Shadow - sweat”, “Stand on your fingers”, “I’m standing, looking at someone”, “Flying - not flying”, etc.).
Games for socio-game introduction to business, during the implementation of which business relationships between the teacher and children, and children with each other are built (“Compliment”, “Make a word”, “Living Alphabet”, etc.).
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 relaxation (“Clockwork Men”, Giant Dwarfs”, etc.)
Tasks for creative self-affirmation are tasks the implementation of which implies an artistic and performing result (“Bravo”, “Stories-Stories”, “Animals”, etc.).

Slide 10: thus, 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. as a result of work, preschoolers develop curiosity, cognitive needs are realized, children become familiar with the different properties of objects, with the laws of life of nature, children overcome shyness, develop imagination, speech and general initiative, and increase the level of creative abilities.

Slide 11 : literature on technology

Slide 12 : ordering literature.

Slide 13 : thank you for your attention

Presentation on the topic “Use of elements of socio-game technology in the development of preschool children”

Games and exercises for working with children within the framework of socio-game technology

In the morning, it is necessary to use play exercises for a positive psychological attitude, which help withdrawn children come into contact with their peers (“Locomotive”, “Pass the Mood”, “Grandma Malanya”, “We won’t tell you where we were, but we’ll show you what we did” and etc.)

The beginning of classes should become a kind of ritual so that children can tune in to joint activities and communication. This is facilitated by the following games: “Magic Ball”, “Kind Animal”, “Friendship Begins with a Smile”, “Compliments”, etc.

During classes, it is advisable to offer game tasks, the purpose of which is to awaken interest in each other, to place the participants in some kind of dependence on each other, or to provide a general increase in the mobilization of attention and body, classified in the working mood group (“Flies - does not fly”, “Magic wand”, “Stand on your fingers”, “Scouts”, “Freeze”, etc.)

To relieve fatigue and transition from one type of activity to another , you can use warm-up exercises: “Clockwork Men”, “Sparrows-Crows”, “Arms and Legs”, “Tangle”, “Row Exit”, etc.

When walking and in free play activities, it is effective to use free games played in the wild. They include such game tasks, the implementation of which requires sufficient space and freedom of movement. The purpose of the games is physically active and psychologically effective relaxation. These include: “Counting tables”, “Crows-Sparrows”, “Burners”, “Hide and Seek”, etc.

To organize children, it is necessary to divide children into microgroups that allow the child to set the goal of his actions (within the proposed framework of his work, look for possible solutions, feel the freedom to choose knowledge and practical opportunities, and show independence when his problems arise.

so that everyone in the group is the same (or different) height;

same (or different) eye color (or hair, bows, socks, etc.);

by the number of chairs placed at each table;

according to the amount of visual material laid out on the tables for each group;

with your friends;

with the one you live next to;

who you sleep next to in kindergarten;

who you sit with at the dinner table;

who do you like to play with most (sculpt, draw, study);

by favorite flower, color, toy, book, etc.;

find and team up with someone who has a brother or sister, cat, dog, etc. at home.

individual small items that can be combined by name or some characteristic into one group;

geometric shapes, identical in color and size, but different in name;

geometric shapes, identical in name and color, but different in size;

small toys or pictures depicting animals, birds, fish, insects, vehicles, etc.;

dummies or silhouette images of vegetables, fruits, trees;

household items: clothes, shoes, dishes, fabric.

Each child is given an individual task, and after completing it, he must find a friend with whom he can combine the results of the tasks. Then each pair finds another pair or two, and thus a small group is created that is able to continue further work. For example, each child prepares a story based on his picture and tells it to someone in the group, listening to the response story. You can suggest combining two stories into one. Then each pair connects their story with one more (or two pairs) and presents it to everyone

Possible task options:

make up stories about your favorite toy, book, cat, dog, etc.

draw a picture on a specific topic (or without it, make an applique or fake, sculpt;

make up a sentence (word) and find someone to combine it with.

Children are asked to count 1-4 (depending on the required number of groups) and gather in groups according to their serial number:

name the days of the week, parts of the day, months, seasons and divide into microgroups;

name 3-4 colors in a chain (repeating only them, for example red, blue, green) and gather in a group of those who named the same color;

name 3-4 animals, plants, vehicles, etc. in a chain, and unite in appropriate groups, remember 3-4 different movements (actions) in a chain, repeating them in the same order.

Games:

"Shadow"

Each of you has a shadow. We often do not pay attention to her, although she is our most faithful friend. She repeats all our movements: walks, runs, jumps, sleeps, exercises. I invite you to be not your own shadow, but the shadow of others. Let one of you be a man and the other a shadow.

"Common Circle"

The teacher gathers the children around him. “Let's stand up now, but only so that each of you can see all the guys and me, and so that I can see each of you (the only correct solution here is a circle). When all the children have stood in a circle, the adult says: “And now, to make sure that no one is hiding and I see everyone, and everyone sees me, let each of you say hello with your eyes to everyone in the circle. I’ll start first, when I say hello to everyone, my neighbor will start saying hello” (the adult looks into the eyes of each child in a circle and slightly nods his head, when he has said hello to all the children, he touches his neighbor’s shoulder, inviting him to say hello to the guys).

"Pass the Motion"

Children stand in a circle and close their eyes. An adult, being in a general circle, comes up with some kind of movement (for example, combing his hair, washing his hands, sweeping, etc., then wakes up his neighbor and shows him his movement, he wakes up the next one and shows him, and so on in a circle , until all the children wake up and it’s the last one’s turn.The game continues until everyone wishes to make a move and pass it around in a circle.

Booklet “Socio-game technology”

Cards socio-gaming technology

Games of social gaming technology

MAGAZINE Preschooler.RF

Master class “Application of gaming technologies in the implementation of the pedagogical project “Green Light”.

Ryazanova Tatyana Viktorovna, teacher at MDOU DS No. 52, Kopeysk

— Good afternoon, dear colleagues! Out of 15 years of teaching activity, 6 of them I work as a teacher, receiving great pleasure from what I do. In my work, I was able to highlight the most pressing issues of interaction with children. They are indicated on the slide and on your cards.

What methods will ensure timely intellectual development of the child?
How to teach a child safe behavior?
What are the features of environmental education for preschool children?
How to teach children to work?
What is unique about instilling patriotism in preschoolers?
Where is the line between teaching safe behavior and endless prohibitions?

— Do you want to add anything else? Please.

— I ask you to name the 3 most pressing issues, in your opinion.

— The picture is motley, and this is understandable. After all, all the identified problems are important for the full, timely development of the child and are solved comprehensively, but in our work, each of us determines priorities for ourselves.

I am close to the position of those teachers who put the issue of teaching children safe behavior in the first place. It is relevant for all levels of education. It is this topic that we will discuss today in the master class, specifying it as follows: “The use of gaming technologies in the implementation of the pedagogical project “Green Light” .

Roads overloaded with traffic and irresponsible behavior of road users are the realities of today's life. In these conditions, advance preparation of the smallest pedestrians - children - is of particular importance.

So, in other words, we are talking about the prevention of DDTT. Is everything going smoothly for us? What are the main difficulties encountered? Let's exchange views. (Lack of proper support from parents - we say one thing and do another, psychological characteristics of children’s development, violation of traffic rules by drivers.)

“Our task is to teach children how to navigate a traffic situation, guided by the rules of the road. In my opinion, gaming technologies provide children with psychological comfort, create a stable mood, and bring pleasure.

The purpose of the master class: to reveal the use of gaming technologies in the implementation of project objectives.

-Dear colleagues, let’s imagine that you and I find ourselves on a busy street, where there is neither a traffic light nor a pedestrian crossing. We will be able to cross to the other side of the road if we complete all the tasks and build a pedestrian crossing.

1. To begin with, I propose to perform the game exercise “Funny Wand” ; before carrying it out, I give the children the following instruction: “Listen, remember, be like this) The one to whom I give the wand must finish the phrase without repeating itself. "The pedestrian must be..."

The first transition bar appears on the slide.

“Dictionary of Definitions” contributes to a deeper understanding of the topic . I use it at parent meetings on the topic of our meeting today, organizing interaction between children and parents, expanding the active vocabulary on the topic, activating thinking, and consolidating the conceptual apparatus.

Find a pair in one minute

Four participants are given definitions, four - concepts.

A road is a route of communication, a strip of land intended for movement.
Pedestrian is a person walking.
Traffic light- …
Crossroads-…

- Let's check if you've organized yourself into pairs correctly. We read the definition of terms.

-Term cards sit at tables number 1, definition cards – 2.

A second transition bar appears on the slide

3. — One of the main factors in successfully developing children’s road safety skills is the example of parents. Even a single wrong action in front of or with a child can negate all verbal warnings and instructions.

2 people – parents-drivers. To you, dear colleagues, I invite you to experience the role of parent-drivers. Now we will check whether you know road signs and whether you can react to them correctly. This game exercise is performed by parents and children at joint meetings, changing roles.

- Hold the steering wheel. Be careful.

I show the participants a road sign, and he must name the action that the driver needs to do when he sees this road sign.

“Pedestrian crossing” - I will slow down, stop and let pedestrians pass;

“Underground passage” - I drive past;

“Entry prohibited” - I will stop and not go where this sign is;

“Road works” - I’ll slow down and go around this place;

2 people - complete the task “Determine which sign” .

Using the model card, you must determine the encrypted sign, select it from among those proposed and name it.

4 people – task “Burim” . (The task is written on the cards. Using rhyming words, you must compose a poem on a given topic in a short period of time. 1 subgroup - 2 people (skating rink, whistle, pavement, guard)

2nd subgroup - 2 people. (motor, traffic light, pedestrian, crossing)

“It’s great when parents follow traffic rules, they take a big step not only towards their own safety, but also to the safety of their child.”

Checking other tasks

3,4,5 stripes appear at the transition

5. Work with the audience of the master class.

— While the participants of the master class are completing their tasks, let’s solve puzzles dedicated to traffic rules.

— You helped the master class participants lay out another strip of pedestrian crossing.

Task for tables.

1) This device detects those who exceed the speed limit. The strict locator says: - Violator on the road!

(radar)

3) He has a harsh temper - Long, thick, like a hog, He lay down at the crossing, Protecting the pedestrian.

(speed bump)

2) The night is dark. There's no sun. For the night to come without troubles, people need a beacon - a one-legged firefly.

(Flashlight)

4) He will tell the driver everything and indicate the correct speed. By the road, like a lighthouse, Good friend... road sign

5) When going out, prepare in advance Politeness and restraint, and most importantly -

(Attention)

Art. Before checking the riddles. One of the subgroups was tasked with solving riddles based on traffic rules. When choosing riddles for children, I try to ensure that they contain a traffic rule or an assessment of someone who breaks this rule. So, by solving riddles, the child both learns the rule and remembers what not to do.
table - “Identify the violator”

3 table “Traffic situation”

Name the circumstances under which Kar-karych can cross the road

4 table - in which - cannot cross the road.

Examination

— The 7th stripe of the pedestrian crossing appears

- And now, dear colleagues, I invite you to cross the road at the pedestrian crossing that you laid with your knowledge, skills and abilities in accordance with traffic regulations. The road brought us to a traffic light. Light the traffic light that you want to light after our master class - And now I will try to evaluate my own experience using reflective questions.

Slide with questions

What am I doing? I develop the skills and abilities of safe behavior in a traffic situation.

For what purpose? I want to raise children for whom compliance with traffic rules is not only a norm of behavior, but also a human need in the future.

What are the results of my activities? There is a noticeable positive trend in ideas about traffic rules and their observance by both children and parents.

How did I achieve this? Through interaction with parents, other teachers, social partners, integrated use of means and methods, integration of various educational areas.

Can we do better? Yes

What will I do next? Widely use and disseminate accumulated experience.

We must ask ourselves such questions, because by answering them we improve our teaching skills.

Thank you! Take care of yourself and your loved ones.

Next >

Workshop for teachers on the topic “Socio-game technologies in the development of the personality of a preschool child”

Socio-game technologies in working with preschoolers

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