Using socio-game technology in working with older children preschool age From the experience of the senior educator of the MBDOU "Kindergarten 93 of general developmental type" Olga Anatolyevna Samarina and the teacher Tatyana Stepanovna Butenko Republic of Komi, Syktyvkar

The essence of socio-play technology Classes are organized as play-life between micro-groups of children (small societies - hence the term socio-play) and at the same time in each of them. The technology is systematically used both directly educational activities and when organizing the free activities of children. Purpose: Purpose: Formation of communication skills. Formation of communication skills.

Within the framework of this technology, the tasks are set: Help children learn to communicate effectively Help children learn to communicate effectively Make the educational process more fun for children Make the educational process more fun for children Promote the development of their active position, independence, creativity Promote the development of their active position, independence, creativity To educate in preschoolers the desire to learn new things. To bring up in preschoolers the desire to learn new things.

Movement: Children should be able to move during class (it is very typical for a preschooler, he must learn in movement) Variability: Change of mise-en-scenes, roles, activities The ability of children to work in different places in the group, where they decide: at tables, at carpet, anywhere else in the group room) The ability of children to work in different places in the group, where they decide: at the tables, on the carpet, anywhere else in the group room)

Small groups: Uniting into small groups of 3-6 people at the frontal conduct of classes 1. Emotional comfort is provided, in a company with a friend it is not so scary. 2. An opportunity is provided to compare one's own successes or failures with the successes or failures of a friend; 3. Provides an opportunity to achieve achievements and evaluate oneself and others;

Stages of organizing children's communication within the framework of technology: 1. We teach children the rules of communication, the culture of communication (children learn to negotiate, which means listening and hearing a partner, their own speech develops); 1. We teach children the rules of communication, the culture of communication (children learn to negotiate, which means listening and hearing a partner, their own speech develops); 2. Communication is target - child in practice, realizes how he needs to organize his communication in a microgroup in order to complete the educational task; 2. Communication is the goal - the child realizes in practice how he needs to organize his communication in a microgroup in order to complete the educational task; 3. Communication - pedagogical tool, i.e. through communication, the preschooler learns. 3. Communication is a pedagogical means, i.e. through communication, the preschooler learns.

Groups of game tasks: Games-tasks for a working mood. Games for socio-game involvement in business, during the implementation of which business relationships are built between a teacher and children, and children with each other. Gaming warm-ups - are united by their universal accessibility. They are dominated by the mechanism of active and psychologically effective rest. Tasks for creative self-affirmation are tasks, the implementation of which implies an artistic and performing result.

Advantages of the socio - play style Relationship: "child - peers" Relationship: "child - peers" The teacher is an equal partner; The teacher is an equal partner; The barrier between the teacher and the child is being destroyed; The barrier between the teacher and the child is being destroyed; Children are peer-oriented, which means they are not obedient executors of the teacher's instructions; Children are peer-oriented, which means they are not obedient executors of the teacher's instructions; Children are independent and proactive; Children are independent and proactive; Children set the rules of the game themselves; Children set the rules of the game themselves; Children discuss the problem, find ways to solve it; Children discuss the problem, find ways to solve it; Children negotiate, communicate (play the role of both speakers and the role of listeners); Children negotiate, communicate (play the role of both speakers and the role of listeners); Communication of children occurs within micro-groups and between micro-groups; Communication of children occurs within micro-groups and between micro-groups; Children help each other and also control each other; Children help each other and also control each other; The social play style teaches active children to recognize the opinion of their comrades, and gives timid and insecure children the opportunity to overcome their complexes and indecision. The social play style teaches active children to recognize the opinion of their comrades, and gives timid and insecure children the opportunity to overcome their complexes and indecision.

1. One for all and all for one; 2. The captain does not let the team down, and the team does not let the captain down. 3. One team answers, the others listen carefully. 4. When you work, do not disturb others. 5. I did it myself, help a friend. 6. The main thing is not to be afraid to prove your case. 7. Be able to accept help. rules

SO: To summarize everything that has been said, the main concern of the educator is not to teach the child, not to entertain or even develop, but to form such an out-of-didactic concept as friendship. To summarize everything that has been said, the main concern of the educator is not to teach the child, not to entertain or even develop, but to form such an out-of-didactic concept as friendship. E.E. Shuleshko E.E. Shuleshko

Municipal budgetary preschool educational institution

kindergarten "Firefly"

seminar for preschool educators

Topic: Socio-game technologies in educational activities of preschool educational institutions

Held by: educator

Solopchenko E.V.

Chegnogorsk

Socio-game technologies in educational activities of preschool educational institutions.

Today, for a person to actively participate in the life of society, to realize himself as a person, it is necessary to constantly show creative activity, independence, to discover and develop his abilities, to continuously learn and improve himself.

Therefore, for education today, as never before, “the best rule of politics is not to manage too much ...” - that is. the less we manage children, the more active they take in life.

Slide 2

The modern pedagogical technology"Socio-game pedagogy" presented by E. Shuleshko A. Ershova and V. Bukatov.

The term "socio-game style" itself appeared in 1988.

Let's divorce the concept of socio-game style. There are two components of socio and play. Socio is that it is in socio conditions that it is possible for children to learn the ability to communicate, interact with each other, hear and listen, express their opinions, generalize, analyze, negotiate, adhere to the terms of the contract, obey the rule of the game, a common decision, which forms children have arbitrary behavior, and all mental processes develop.

Play is the leading activity, the main and favorite pastime of children. It is through play that we can teach children to interact. (Games aimed at the ability to negotiate, come to a common opinion).

In 1992, an article appeared in the Uchitelskaya Gazeta entitled "Free style or the pursuit of 133 hares", where the author, relying on the materials of supporters of socio-game pedagogy: E. Shuleshko, A. Ershova, V. Bukatov, describes the organization of classes with children as games between microgroups of children (small societies - hence the term "socio-game") and at the same time in each of them.

Slide 3

Social gaming technology - development of the child in play communication with peers.

The use of socio-game techniques in direct educational activities awakens children's interest in each other, helps the teacher in the ability to read and understand their own and children's behavior, and through this understanding, create conditions that reveal the talents of children.

Slide 4

“A person who sees the talent of another, is happy for him, will certainly become talented himself. This statement applies both to children and to the educator himself "- V.M. Bukatov.

Slide 5

The basis of socio-game pedagogy is laid in the words: “We do not teach, but we establish situations when their participants want to trust each other and their own experience, as a result of which the effect of voluntary learning, training and learning occurs” (V. M. Bukatov, E . E. Shuleshko).

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, looks, speaks.

FSES preschool education is aimed at forming a fundamentally new view of the content, structure and organization of preschool education. Active methods of teaching and upbringing are replacing traditional methods, which aim at all-round development the personality of the child. The main place is occupied by the game. In these changing conditions, the teacher of preschool education needs to be able to navigate in a variety of integrative approaches to the development of children, in a wide range modern technologies... One such technology is socio-gaming technology..

Social gaming technology implies freedom of action, freedom of choice, freedom of thought for a child. Equally important in socio-game technology is the contract, the rule. Disorganization, chaos, disorder should not be unconscious, children argue, discuss lively, communicate in a business environment.

Slide 6

V early age these are joint games with objects, round dance games.

In the younger, these are games in pairs, games with rules, round dance games.

Average age- work in pairs, games with the rules.

Senior age training to work in micro groups of 3-4 people.

In the preparatory group - work in micro groups of 5-6 people.

Slide 7

The systematic use of socio-game technology both in the classroom and in organizing the free activities of children makes it possible to unite children by a common cause or by jointly discussing individual work and turning it into a collective one..

Slide 8

Within the framework of this technology,
tasks:

Help children learn to communicate effectively

Make the educational process more fun for children

Promote the development of their active position, independence, creativity

To bring up in preschoolers the desire to learn new things.

Slide 9

Components of socio-game technology:

Work in micro groups

Leadership change

Kids move

Change of tempo and rhythm

Integration of multiple activities

Educator - partner, advisor

Let's consider all the components in more detail.

Micro group - unique conditions for children's independence.

Optimal for productive communication and development are associations in small groups in younger age in pairs and triplets, in the oldest, 5-6 children. The activities of preschoolers in small groups are the most natural way to the emergence of their cooperation, communication, mutual understanding.

A microgroup arises during the play division of children or according to interests (i.e., an established microgroup). When dividing the game into microgroups, you can use:

Readers

Cut pictures

By eye color

By color of clothes

Spell in the name, etc.

Find on whole and various postcards something the same and by

this "identical" will unite in threes;

There are many bases for dividing into microgroups, they can be varied and alternated depending on the situation.

When interacting in a microgroup, children share their experiences, learn to interact, negotiate, help each other and, most importantly, learn to be independent.

Leadership change - the whole group participates in the process of completing the assignment: children discuss, communicate with each other. But there is only one need to present the completed task: to whom - the company decides, chooses a representative through voting, or by counting. One company may have several representatives, depending on the number of tasks. This form of work allows active children not to get bored, and also helps to gain experience for more modest comrades, and in the future also act as a representative of the company.

Children's movement is also one of the constituent components of socio-game technology. During the work of the company, children can freely move around the group: microgroups change, children complete a task, send a messenger (representative), look for options for completing tasks, etc. In socio-game technology, the movement of children is an inseparable attribute. We can say that if during the lesson the children sat on chairs or moved very little, then the socio-game technology did not take place.

Changing the pace and rhythm - with socio-game technology, children act at their own pace and rhythm, depending on the game or task. There may be several options: a certain time can be allocated for the task, and upon a signal, the children begin to complete the task and finish also on the signal. Or there may be another option: each child in the microgroup can act at his own pace, as it is convenient for him.

The integration of several types of activities is currently a very relevant moment and in socio-game pedagogy is an integral part.

Learning takes place in game form, for this you can use various games that develop attention, phonemic hearing, thinking, the ability to interact with each other: "Rumors", "Relay race", "I am not responsible for myself", "Magic wand", "Cities with unbelievability", etc. .d.

Socio-game technology implies the use of various types of activity: “if you chase 133 hares, then you see, a dozen and you will catch”.

It is more interesting for a child to acquire knowledge together with his peers, he is more motivated. As a result, all children discover new knowledge, only some more, some less.

Slide 10

An educator - a partner, an advisor - this is also one of the important moments of socio-game technology, in which the educator takes the position of a partner in relation to the child. In the classroom, what is right and what is wrong is mainly judged by the teacher. And this has become the norm, it is not perceived as a problem in learning. But if you look at the situation from the other side: this is a kind of "trial" over children, which is arranged by the teacher. If educators take on the role of an advisor in their classes, then this has a positive effect not only on the teacher's relationship with children, but also positive moments appear in relations with colleagues. For example, many teachers feel uncomfortable with open classes, and if the educator himself takes on the role of a partner with children, then he has a different attitude towards his colleagues who have come to his open class.

For the development of children, the formation of personal experience to assess the child's capabilities. Shuleshko E. Ye. Noted that the assessment, developed by the child's own efforts, is much more effective in promoting further activation than the assessment by the educator. Children are fascinated by the very opportunity to show their initiative and direct it to the formation of new ideas or to the application of those that have already been formed. Social gaming technologies stimulate the development of children to freely discuss issues of interest to them, monitor the progress of a common cause, provide assistance to each other and accept it when needed. Friendships of children, their tendency to play and act together, are assessed positively, but usually they are not the subject of purposeful upbringing. The result is disunity among children. Each of them looks at the educator as the main source of encouragement and censure, adapting to his requirements to the best of their characteristics. But friendships are beginning to be perceived as something unimportant, secondary. Socio-game technology provides an opportunity to form the ability of children to interact with people around them, which will certainly come in handy throughout their lives.

Slide11

Socio-game technology is aimed at developing communication in children, therefore, this technology is based on the communication of children with each other, with an adult.

Communication of children within the framework of this technology goes through three stages:

at the very first stage, children learn the rules of communication, the culture of communication (children learn to negotiate, which means listening and hearing 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 microgroup in order to complete the educational task;

at the third stage, communication is a pedagogical means, i.e. through communication, the teacher teaches preschoolers.

Slide12

Pros of a socio-play style:

 - Relationship: "child-peers";

 - The teacher is an equal partner;

 - The barrier between the teacher and the child is being destroyed;

 - Children are peer-oriented, which means they are not submissive

executors of the teacher's instructions;

 - Children are independent and proactive;

 - Children set the rules of the game by themselves;

 - Children discuss the problem, find ways to solve it;

 - Children negotiate, communicate (fulfill the role of both speakers and the role

listeners);

 - Communication of children takes place within a micro-group and between micro-groups;

 - Children help each other and also control each other;

 - Socio-play style teaches active children to recognize the opinion of their comrades, and gives timid and insecure children the opportunity to overcome their complexes and indecision.

Slide 13

Views of traditional pedagogy and views of socio - play approaches

2. Reliance on discreteness

The purpose of the task of the reception is the result

2. Lack of discreteness (scientific approach)

Socio - play didactics is a kind of tangle. The principles intersect like the fibers that make up the thread

3. The teacher in the role of "judge"

3. The teacher in the role of "advisor"

4. Assessment of the teacher - "good - not good", "right - wrong"

4. The child is able to evaluate himself by his own efforts.

5. The main positive qualities of children: obedience, diligence, conflict-free, accuracy

5. The main qualities of children:

Development of self-awareness; - the ability to compare their knowledge with the knowledge of other children; - helping each other and accepting it when needed; - speech training, the development of attention, the ability to hear, remember what was heard, the ability to jointly solve problems, discuss various issues, follow the progress of a common cause

6. The teacher in the position "above", "beside"

Children look to the teacher as the main source of censure and encouragement.

6. The teacher takes the position "next to", "together"

7. Friendship, the tendency to play together and to act is not the subject of purposeful education, but is evaluated positively

7. Particular attention is paid to the development of communication skills

8. Organization of a lesson using socio - game techniques

8. Organization of the lesson as a game - life between groups and at the same time each of them

9. The teacher does not go beyond the boundaries of the intended content of the lesson

9. The teacher must go from children

10. Children work for a teacher

10. Children work for themselves

Thus, these components considered above are the main difference between socio-game pedagogy and traditional one.

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

When deciding on the use of socio- gaming technologies the teacher must comply with 4 conditions.

Terms of use of socio-game technology .

1. Study of the works of the creators of socio-game technology.

2. Compliance with the options for dividing into groups;

3. Combination of training with a motor change of tempo and rhythm.

4. The use of games of a varied nature.

Now I will introduce you to the classification of games.

Classification of games of socio-game orientation.

Games, the execution of which requires space and freedom of movement, i.e. they cannot always be performed in the room

The classification of games with a socio-game orientation proposed by E.E. Shuleshko, A.P. Ershova and VM. Bukatov

For work with children, games that are acceptable for preschool age are selected and adapted. Pedagogical excellence in socio - play pedagogy includes the skill of creating and using games rationally.

V morning hours nessesary to usegame exercises for a positive psychological attitude.The main task of the games is to arouse children's interest in each other, including introverted children, to make contact with peers, provide a general increase in the mobilization of attention and body ("Flies, does not fly", "Stand up on your fingers", "Freeze", "Shadow-sweat ”,“ Where we were, we will not tell, but what we did we will show ”,“ I’m standing at someone looking ”, etc.).

The beginning of classes should become a kind of ritual so that children can tune in to joint activities, communication. This is facilitated by games: "Chairs", "Object transformation", "Magic ball", "Living alphabet", "Compliments", etc.

In the classroom, it is advisable to offersocial games induction gamesaiming atis setting the participants in some kind of dependence on each other or providing a general increase in the mobilization of attention.The use of these games is useful in the process of assimilation or consolidation. teaching material; if children learn to distinguish something, remember, systematize, etc., then they will learn this in the process of completing play tasks."Magic wand", "Stand up on the fingers", "Scouts", "Freeze", "Living alphabet", "Distinguish, add. repeat "and others.

To relieve fatigue, transition from one activity to another, you canuse warm-up-discharge.The principle of universal accessibility, an element of competition for funny, frivolous gains; give children the opportunity to warm up:"Clockwork Men", "Listening Outside the Window, Behind the Door", "Hands-Legs", "Letters Are Riddles" ", etc.

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

They can be paired and become collective, if the teacher has set the task of complementing the "transformation" of the comrade "Weight", "Transformation of the room", "Theatrical ticket", "Story-drawing about what I see"

On a walk and in a free playactivities to use effectivelyfree gamescarried out at will. They include such game tasks, the completion of which requires sufficient space and freedom of movement.. The game arises from a special, unusual combination of diverse efforts. And he connects business for the head with business for the legs, business for the eyes with business for the ears and business for the language (listening, hearing and listening to the interlocutor's speech), and then business becomes a game: "Counting", "Burners", "Hide and Seek". "Sparrows - crows", "Curbstone, curbstone, where the keys are", "Quiet ride, you will continue", "Day comes - everything comes to life, night comes - everything freezes", "Where (who) we were, we will not say, but we will show what we did ”.

The aim of the games is physically active and psychologically effective rest.

In practical activities, in addition to classification, the teacher needs to know the sequence of the introduction of games.

The sequence of the introduction of games

1. Games for the working mood,

2. Games of a socio-game nature.

3. Warm-up games.

4. Games of creative self-affirmation.

5. Free games.

The sequence of the introduction of games:

1. Games-tasks for a working mood:

Each lesson always begins with a greeting doing important functions establishing emotionally positive contact with the child and forming his focus on a peer and interest in him. Greetings should be addressed to each participant, without exception, thereby highlighting their importance. The initiative to greet at the initial stage of the game lessons belongs to the teacher. At the beginning of the play lesson, children sit in a circle with the teacher on chairs or on a carpet. In addition to individual, person-centered greetings, the entire group is encouraged to unite children into a single whole, which contributes to the formation of an elevated joyful mood and a positive orientation. (say hello with body parts, passing the subject, with applause)

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

You can invite the children to fill out the "Mood Card", which notes the mood in which the child came to the lesson. Drawing the sun means that the child is in a good, joyful mood. Drawing a leaf is an even, calm mood. Drawing a cloud - sadness, resentment. Drawing lightning is anger.

Mood maps are analyzed.

So the greeting "Greetings with your eyes" and "Wake up the neighbor"

- "Magic wand"

The "magic wand" (pen, pencil, etc.) is transmitted in no particular order, the transmission is accompanied by a speech according to a predetermined order-rule.

Variants: the transmitter names a noun, the receiver names an adjective to it. Or the transmitting person calls the fairy tale and the receiving character of the fairy tale. Before the game, we agree that during transmission we look in the eyes, if the receiver does not answer, then the wand is returned or someone helps. Or in general, the transmitting one is selected.

2. Games for socio-game familiarization with the business, during the implementation of which business relationships are built between the teacher and children, and children with each other. Development of partner communication skills. It is important for each child to feel their importance and feel belonging to the group, contribute to the common cause by sharing ideas.

This can be planning with the children. And the decision on the choice of the game is made as a result of a general group discussion, when all members of the group, including the teacher, take turns expressing their proposals and discussing them.

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

For the next game, you need to split into small subgroups. Think over the moment of division.

"Suitcase".

Purpose: development of the ability to establish positive relationships with other people.

Move: In order to play this game, we need to split into two teams. To do this, I have cut pictures, each take one fragment of the picture for yourself. Your task is to collect a picture, find a place for your team. Further, the teacher offers the children an imaginary situation: they are going to rest without adults. On the eve they put their suitcase themselves. 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, pictures, icons.

Teams need to prepare materials, discuss and sketch what to take for the trip. To do this, you have 10 minutes (hourglass is set). After the expiration of the time, the presenter offers to exchange lists - sketches and guess what the other team takes with them on the journey.

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

3. Gaming warm-ups - they are united by their general availability, rapidly emerging gambling. They are dominated by the mechanism of active and psychologically effective rest.

"Clockwork Men", "Giant Dwarfs", "Compliment", "Make a Word", "Living Alphabet", "Touch".

Children especially like the following games: "Changers", "Stand up those who have ...", "Affectionate crayon", "Pass motion", "Molecule", "Shadow", "Confusion": causing children to feel their partner, come to agree with him, thereby forming a trusting and friendly atmosphere in the group.

"Hands-legs"

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

The sequence of movements (claps, tempo may vary.

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

Children can use the gained experience of play interaction in productive activities.

EXERCISE - "DRAWING IN A CIRCLE".

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

Composing a fairy tale common history

Game "Image of objects".

Purpose: observation, imagination, the ability to see another is brought up.

Move: The child mimics, gestures, depicts an object, the rest of the children guess it. Whoever named it correctly becomes the presenter.

"The body is in action"

The teacher invites the children to come up with a certain pose (photo) of some kind of business (looking at a picture, reading, doing articulatory gymnastics, etc.). The player demonstrates his “photograph”, the rest guess, comment, show the answers-actions, compare the “photographs”.

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

To summarize, at the end of each lesson, the children sit back in a circle and exchange impressions and opinions.

The ritual becomes the finishing touch that draws the line under the game occupation. Quiet calm music is used. Children stand in a circle, join hands and convey to each other a good mood, a smile for the whole day. At the end of the lesson, children fill out the "Mood Map" how they feel after the games.

The completion ritual plays important role in the formation of a new positive system of relations "child-adult" - relations of trust and mutual understanding.

The main functions of the teacher leading the game lessons are to create an atmosphere of acceptance of the child: emotional empathy for the child; reflection and verbalization of his feelings and experiences in the most accurate and understandable form for the child, providing in the process of playing activities conditions that actualize the child's experience of a sense of achievement, self-esteem and self-esteem.

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

To organize children, it is necessary to divide children into microgroups, which allow the child to set the goal of his actions himself, to show independence when his problems arise.

The division of children into small groups is carried out according to the following principles:

by height;

by eye color (hair, socks, etc.);

with your friends;

with the one with whom you live next to;

with whom do you sleep next to kindergarten;

with whom you sit at the dinner table;

who do you most like to play with;

by your favorite color, etc.

Division into subgroups by subjects united by one name (sign):

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

geometric shapes, the same name and color, but different in size;

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

Socio-game technology is most focused on older preschool age; at a younger age, socio-game oriented games and small tasks in pairs are used.

Optimal, for productive communication and development, are associations in small groups at a younger age in pairs and triplets, and at an older age - 5-8 people.

Since socio-game technology involves changing mise-en-scenes, which helps to relieve physical and emotional stress, it is necessary to use the entire space of the group, bedroom and reception area. During organized activities children move around, clap their hands, communicate within micro-groups. Time limitation, such as using an hourglass, helps to maintain the rhythm and pace of children's activities. Which helps to understand that each task has a beginning and an end, and requires a certain concentration. To receive the assignment, a messenger is selected by the children in the microgroups. And also children are selected who will present the completed task. The composition of microgroups, their number and size should change in the course of organized activities.

The practical significance lies in the fact that the use of the socio-play style in various types of activity contributes to the development of communication skills, the child develops self-awareness. A preschooler is able to compare his knowledge with the knowledge of other children, provide help to a friend and accept it when needed, the ability to solve problems together, discuss various issues, monitor the progress of a common cause.

Children quickly converge with new people, without feeling embarrassed, entering into communication with older people. Being in the center of attention, closed and shy children are not afraid to come into contact, their circle of friends expands. Children try to maintain friendship for a long time, without interrupting it, and even then if something does not suit them.

Reflection:

And now I will ask you to answer the proposed questions:

– How did you feel as a student?
- What discoveries and conclusions have you made for yourself in this regard?
Thank you very much for your understanding.

And in conclusion of the work, I want to say the following:

When organizing any activity with children, the teacher should ask himself simple questions that will help to see the real picture of what is happening in class.

– Why did I offer the children this task?
- Why did the children do it?

Honest answers to such questions will help to professionally diagnose their behavior, intonation, thoughts, feelings, impressions, desires, fill life with new meanings of activity.

Literature:

1. Bukatov V.M. preparatory groups kindergarten. - SPb .: Educational projects; M .: Research Institute of School Technologies, 2008 .-- 160 p.

Ekaterina Ozerova
Workshop for teachers "Socio-game technologies in speech therapy"

SOCIO-GAME TECHNOLOGY

purpose of work: Application training socio-game technology as part of the educational process at the preschool educational institution.

Tasks:

1. Raise the level of professional competence educators, their motivation for systematic use in practice socio-game technology.

2. Create conditions for the majority to acquire educators their own professional style, which would allow pupils to realize the position of the subject in different types of activities.

Program workshop:

1. “Socio-game style of working with children as effective pedagogical technology ".

2. Workshop: lesson with children 6-7 years old "Saving the Planet Robotoland"

Workshop progress

Game for socio-game introduction to the case "Alphabetically".

(I suggest to all participants workshop stand in a circle... Everyone standing in the circle names a word or phrase of greeting-parting words to all those present in the hall. Each word-phrase begins with the next letter of the alphabet.)

Modern children cannot boast of good health. Our children are people of a new generation, contemporaries of the information society. Modern children love to play, but they play in phones and gadgets. And they hardly know how to play collective games and interact. And they communicate mainly with a computer and TV.

In accordance with federal state educational standards for the main general educational program of preschool education, the construction of the educational process should 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.

Developing pedagogical technologies, including socio-game, which develops the child in play communication with peers, implying freedom of action, freedom of choice, freedom of thought of the child. Socio-game technology orients the teacher to find ways to communicate with children in which coercion gives way to passion. “We should not teach, but establish a situation when their participants want to trust each other and their own experience, as a result of which the effect of voluntary learning, training and learning occurs” (V.M.Bukatov).

In addition, the FSES of preschool education formulates requirements for the content and conditions for the implementation of the educational area. « Socially-communicative development "

Appropriation of norms and values ​​accepted in society, including moral and ethical values;

Development of communication and interaction of the child with adults and peers;

Formation of independence, purposefulness and self-regulation of their own actions;

Development social and emotional intelligence, emotional responsiveness, empathy;

Formation of readiness for joint activities with peers

Building a respectful attitude and a sense of belonging to one's family, and to the community of children and adults in the Organization;

Formation of positive attitudes towards different types labor

and creativity;

formation of the foundations of safety in everyday life, society, nature

Socially- communicative competence is the readiness of the subject to receive the necessary information in a dialogue, to present and defend his point of view on the basis of recognition of the diversity of positions and respect for the values ​​of other people, to correlate his aspirations with the interests of other people, to productively interact with members of a group solving a common problem

Development socially-communicative competence of preschoolers -

important social and psychological-pedagogical problem

Interaction and communication with adults and peers is the most important factor that largely determines the development of a child as a social person. This interaction is the starting point for the formation social connections and is defined as a way of implementing social relations in system.

The formation of this ability is an important condition for the normal psychological development of a child, as well as preparing him for successful schooling and for later life.

Main idea socio-game technology- organization of children's own activities, which the child wants to do and in which he: does, listens, looks and speaks.

Founders socio-game technology E... E. Shuleshko, A. P. Ershova, V. M. Bukatov derived the following laws communication:

Do not humiliate the child, do not insult him;

Do not grumble, do not whine, do not grumble;

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

Be mutually polite, tolerant, and reserved;

Treat failure as just another learning experience;

Support, help to rise and win;

Blowing out someone else's candle, we do not make ours brighter;

Do not exalt yourself above others, exalt your neighbor;

- children are dreamers: don't just take their word for it, but don't ignore their problem.

Following these tips:

We organize GCD as a game-life between micro-groups of children (small societies - hence the term "socio-game") and simultaneously in each of them;

socio-game technology we use it systematically both in specially organized activities and in organizing the free activities of children. This makes it possible to unite children by a common cause or joint discussion of individual work and turning it into a collective one.

Within this technologies we set ourselves such tasks:

Help children learn to communicate effectively;

Make the educational process more fun for children;

Promote the development of their active position, independence, creativity;

Raise a desire to learn new things in preschoolers.

Application socio-gaming technology promotes:

- realization of the needs of children in movement;

- maintaining their psychological health;

- the formation of communication skills in preschoolers.

Socio-game practice is based on three whales.

1. Movement!

2. The presence of change, diversity, variability.

3. The presence of small groups.

Within the application socio-game technology authors recommend using different methods enhancing thought activities:

Question: Let's be specific. What methods can you name?

1. Methods to increase cognitive activity:

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

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

An interesting case is offered to a group of equals, in the solution of which, so that there are no those who did not succeed and those who have already done everything for a long time. Every child here will feel skillful, knowledgeable, capable. Children here can either already be connected by joint games, knowledge, common life experience and secrets, or these connections are quickly established on their own. All this is a very fertile soil for knowledge to be transferred to each other, to help and support a friend, there is a desire to act together, and not separately.

2. Methods for causing emotional activity.

Using game techniques for imaginary the situation:

Surprise moments, elements of novelty that set the child up for cognition, exacerbate the desire to unravel a secret, to guess a riddle;

Coming up with fairy tales;

Games - dramatizations;

Humor and jokes.

The combination of a variety of remedies in one session has a profound effect on the feelings of children.

3. Methods that facilitate the interconnection of different activities and areas.

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

4. Methods of correction and clarification of children views:

Repetition;

Observation;

Experimentation;

After rereading the book by E. E. Shuleshko, A. P. Ershova, V. M. Bulatov “ Socio-game approaches to pedagogy "... I have identified for myself the features socio-game approach applicable in correctional work:

Special psychological atmosphere: practical way correction and development of children with speech disorders lies in the expression of personality in the image of an independently chosen character.

Special position speech therapist when presenting correctional and developmental tasks. If speech therapist gave the task to children not as easy, but precisely as difficult, then the difficulty would frighten children whose skill in completing the task is poorly formed. When children discover a difficulty on their own, they have a valuable desire to cope with it. This explains the passion with which children perform tasks and exercises. Task speech therapist- monitor the quality of assignments, prevent overwork, offer children another type of activity on time.

Special “live” activities: classes in which the participants have the opportunity to "live" and intellectually, emotionally react to the events taking place.

Basic terms and conditions:

1 rule: work is used in small groups or as they are also called "Peer groups"

By the color of hair, eyes, clothes;

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

Who lives on which floor;

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

2 rule: "Change of leadership"... It is clear that work in small groups implies collective activity, and the opinion of the whole group is expressed by one person, the leader. Moreover, the children choose the leader themselves and he must constantly change.

3 rule: learning is combined with physical activity and a change of mise-en-scène (an environment that helps to relieve emotional stress. Children not only sit in class, but also get up, walk, clap their hands, play with a ball. different corners group: in the center, at tables, on the floor, in your favorite corner, in the reception area, etc.

4 rule: Change the tempo and rhythm. Conducting classes of various kinds should emphasize the rhythm of the work of children, their coherence during classes. This should become a business background for all the guys. Changing the tempo and rhythm is helped by a time limit, for example, with the help of an hourglass and regular clocks. Children understand that each task has its beginning and end, and requires a certain concentration. You can use a variety of music compositions with different tempo.

5 rule - socio-game the technique involves the integration of all types of activities, which in modern preschool institutions most valuable. This gives a positive result in the field of communication, the emotional-volitional sphere, more intensively develops intellectual abilities children in comparison with traditional education, contributes to speech, cognitive, artistic and aesthetic, social, physical development... Learning takes place in a playful way.

6 rule: in your work you need to be guided by the principle polyphony: "You will chase 133 hares, look and catch a dozen".

Game classification socio-game orientation proposed by E. E. Shuleshko, A. P. Ershova and VM. Bukatov

1. Games for the working spirit. The main task of the games is to awaken the interest of children in each other, to put the participants in the game in some kind of dependence on each other, providing a general increase in the mobilization of attention and body.

2. Warm-up games (discharge)... The principle of universal accessibility, an element of competition for funny, frivolous gains; give children the opportunity to warm up.

3. Games socio-game introduction to the case. Can be used in the process of mastering or consolidating educational material; if children learn to distinguish something, remember, systematize, etc., then they will learn this in the process of completing play tasks.

4. Games of creative self-affirmation. When performing them, the artistic and performing result of the action is taken into account.

5. Free games (free)... Games that require space and freedom of movement, that is, they cannot always be performed in a room. The game arises from a special, unusual combination of diverse efforts. We combine business for the head with business for the legs, business for the eyes with business for the ears and business for the language (listening, hearing and listening to the interlocutor's speech, and then business becomes a game

T.O., application socio-game technology contributes to the realization of children's needs for movement, the preservation of their psychological health, as well as the formation of communication skills in preschoolers

Socio-game tasks-exercises for children with speech impairments

Games-tasks for the working mood

Title Rules

"What changed?" Speech therapist invites children to look around and determine what has become

differently (old, new, worse, better, etc.) Variants: what can we say that it is amazing, joyful, similar, bright, liquid, tough, etc.; above, below, below, above, next to, between, etc.

"Heard what?"

(outside the window, outside the door, etc.) Speech therapist invites children to listen to sounds coming from outside. The children list everything they hear, complementing each other. Sounds shouldn't be made up. Variants: speech therapist invites you to explain the connection between sounds or make up a story (single plot picture) by the sounds heard.

“Noises” Children choose a noise performer who hides behind a screen. Listeners define: What? Where? When? Option: performers (2 or more children) reproduce a picture from a series of sequential noise sounds.

“Sit on the Sign” Children are standing in a circle. Speech therapist(child) joins palms and children sit down, opens palms - get up. Option: the host changes the themes of the game (slow-fast; fast-slow); distracts players with conversations)

“Recognize by voice” Children stand in a circle, the driver is blindfolded. One of the players on signal speech therapist(child) pronounces the word (phrase)... The driver recognizes the player by his voice. Option: “Zhmurki” - recognize one of the players by touch.

"Stand up on your toes"

(playing with the pendagogues) Speech therapist(child) turns his back to the children, shows the number on his fingers and slowly counts to 5, after the word “freeze” there should be as many children as there were fingers shown.

"Hands-legs"

(playing with educators) The players are sitting (on chairs, on carpet). Speech therapist(child) claps 1 time - command to the hands (raise, lower, on the belt, behind the head, etc., claps 2 times - command to the legs (get up, sit down, cross, etc.)... The sequence of movements (claps, tempo may vary.

"Let's count" Speech therapist invites everyone to find pronunciation options together counting rhymes: according to words, in syllables, in a whisper, quickly, slowly, with different intonations,., one child counts, two counts (they say together or one says, the other shows, one speaks and shows (others clap their hands, pronounce words in turn (with closed eyes, they are calculated by turning away from the circle and other options.

"To find a friend" Used to divide into microgroups; you need to unite in groups according to a certain principle: by month of birth, by color of hair or eyes, by horoscope, etc.

"The choice of the driver" Variants draws: on cams (representatives of the teams clamp their fists one by one with their fists, one after the other, whose top is the first to enter the game); all kinds of rhymes; drawing lots (participants take turns drawing notes from the header indicating the number of the entry into the game).

"Division into companies"

1. By counting. At first, in order to avoid quarrels and misunderstandings, it is proposed to use any counting rhymes. Educator with the help of a suitable counting room, he himself forms the composition of temporary companies.

2. Cut pictures. Takes four to five postcards (pictures) (the same or different; better - large format)... Each one is cut into six (four five) parts. All parts are mixed. You need to put a whole picture on the tables. Each of the pupils draws out a fragment and looks for his own team, uniting with those who got the fragments necessary to compose the whole picture.

3. By cards. 4-6 pictures are taken from certain fairy tales (plot pictures, the state of nature, toys, etc.) In the hands of teacher tray with pictures... You need to put a whole picture on the tables. Each of the pupils pulls out one and looks for his own team, uniting with those who got the others necessary to draw up a single picture (plot, etc.) Thanks to this form of unification of those present in micro-groups (game teams, the students perceive the unification itself as absolutely independent.

Assignments for creative self-affirmation

"Animals" Speech therapist invites the players to choose which animals they "turn into" (wild, domestic)... Children consistently perform certain actions characteristic of the selected animal. “Spectators” guess what was conceived. Option: the players choose animals and habitat.

"What looks like what" Speech therapist invites you to find the similarity of one subject with another (scissors are like glasses, bike) Option: name or beat, show with gestures.

"Item Transformation" Speech therapist suggests using the action-movement to turn one object into another (a pen - in a pointer, a handkerchief - in an apron, diaper, tablecloth, etc.)

"Play the transformation" Speech therapist passes an object in a circle, calling it a certain name, the players act with it as if it were what the presenter called (object BALL, the host calls it “apple”, those who play “eat”, “sniff”)

"Transforming a room" Speech therapist suggests using the action image to transform the room into a different place (to the park, forest, circus, theater, etc.). Option: to keep a single plan for all players ("forest", where everyone chooses a role for themselves (noise design, decoration elements, actors)

“Seasons” Players are invited to come up with and depict actions that take place at different times of the year. Spectators guess "when", "what" (skiing in winter, sailing in a boat in summer)

"Depict a profession" The players depict actions typical of a certain profession (the driver sits down, takes the wheel, turns on the engine, drives along the road)... Children name a profession. Variants: children name the series of activities shown by the planner as a group of children; draw items recognized in the show (doctor - thermometer, pills, driver - car, steering wheel)

"Magic rope" Playing in pairs (in threes) they lay out the conceived object on the floor using a rope (1.5 - 2 m, they find out, express options for similarity with other objects.

"Guess" The leader thinks about the subject, the children divided into teams ask the leader questions, and he only answers these questions "Yes" or "No"... After a series of questions, each team is given 30 seconds to think and discuss together.

The same thing in different ways A group of children is invited to show how, for example, who flies. Sounds: show how a butterfly flies - children show. Then they show how a mosquito, an airplane, a helicopter, a pigeon, a rocket, etc. fly. They all fly, but in different ways, and this difference, children begin to catch with pleasure. Many actions can be performed in different ways. An athlete, a bear, a mouse, an ant, a cloud, and even a river can run. And they all sit differently: a bunny is not like a chicken, a dog is not like a butterfly, etc. And even a person sits at the TV in a different way than at a chessboard, at the wheel not as with a cup of tea, at football not as at a concert, etc. ...

"I am writing by air" The chosen leader writes numbers, letters, geometric shapes through the air, and the teams guess what was drawn. You can write through the air not only with your hand, but with your shoulder, head, leg, knee, etc.

Actors Children divided into micro-groups play together a given tongue twister (sketch, riddle) with the help of facial expressions and gestures. Other companies try to guess what they've been shown.

"Magic wand" ("Experts") (any toy, any object)

(playing with educators) Children stand in a circle "Magic wand" transmitted from left to right, from hand to hand, looking into each other's eyes and at the same time accompanied by speech according to some predetermined order-rule.

* what the item looks like

* what happens (winter, spring, nature,

* sweet words*home address

* name, patronymic of mom (daddy, his own)

* etc. - during transmission "Magic wand" you can agree on the obligatory condition: look into each other's eyes; if necessary, call the name of a nearby child

Game warm-ups

“Mirror” The players stand in pairs facing each other. One of the partners is a “mirror”, the other is standing in front of him. “Mirror” should repeat movements, syllables, words. Variants:speech therapist(child) plays the role of a person standing in front of a mirror, and those who play are “mirror fragments” reflecting it; Facial expression, mood is "reflected" (gloomy, joyful, offended) etc.

“Onlookers” The players walk in a circle holding hands. On signal speech therapist(child) children stop, do 4 claps, turn, walk in a different direction. The “onlooker” is out of the game. Variants: walking backwards; claps are connected to tapping, pronouncing syllables, words, etc.

"Shadow" (playing with educators) Those who play in pairs move along the room: one child is a “shadow”, the other is a partner. “Shadow” as accurately as possible repeats the actions, syllables, words of the partner.

"Echo" Speech therapist(child presenter) beats off a simple rhythmic pattern with claps. "Echo" on signal (by sight or others.) repeats the rhythm with claps (tapping, beating on the table with palms, etc.) Option: speaking syllables, words, phrases, reading aloud. Speaking (reading) pronounces - those who play “echo” repeat in a muffled tone, but in the same way as it was pronounced by the author.

“Riddles” 4-6 children play. Speech therapist(child presenter) makes a riddle (about an object, animal, plant, etc., who guessed without words depict the answer. Option: children make riddles to each other, all together decide what will be the answer (using words, actions, pictures)

"Broken phone" As soon as possible, transmit a word to each other in a whisper in one another's ear so that everyone, for example, in the middle row along the chain, receives and passes on the word. Everyone else is listening to the word, trying to figure out which word conveys the row. Then the teacher asks, what word was transmitted from those who caught, from the last player and from the first.

Games for socio-game introduction to the case, during the implementation of which business relationships are built teacher with children and children with each other

"I love - I do not love"

(playing with educators) Children stand in a circle. Speech therapist(or presenter-child) passes the ball clockwise and is talking: “I don’t like it when children quarrel”, the next one should offer his own version “I don’t like. ”. Counterclockwise the game continues "I love, ..."

"Auction" (author's) Children sit at tables and are identified with sound. Then "Redeem" at speech therapist card for correct pronunciation words, and pronounces the word as many times as it determines speech therapist... Then they make sentences with these words. The winner is the one who composes the sentence using as many ransomed words as possible.

"Japanese car"

(playing with educators) Explaining the game is best done at the same time as practicing. Imagine that all participants in the class perform a series of movements in sync (like a machine): 1) clap their hands in front of them, 2) clap their knees with both hands - right on the right, left - on the left, 3) without straightening the elbow, throw out the right hand over the top to the right, preferably snapping fingers, 4) the same do it left; then repeat 1) - again clap in front of you, 2 ... and so on. After the children begin to cope with the sequence of movements and perform them rhythmically and synchronously, speech is introduced. (You can call for example: Name and patronymic of the child (mom, dad); home address, reply to any supplied question: what winter can be (bright, snowy, frosty) etc.) This game trains a) coordination of movements, b) communication of coordination with the pronunciation of words, c) the ability to distribute attention.

The hidden word The one who got to guess, leaves the room for a while, while everyone else agree on which word to guess. Then the presenter (he may not be alone, but with an assistant - very often this is more fun and more useful) returns and begins to ask any questions one by one (about edibility, color, size, weight, method of use, etc.)... The person asked should answer briefly and accurately. The place of the driver is taken by the one on whom the word is guessed.

Duryagina Galina Petrovna

educator

MBDOU No. 24 combined type

APPLICATION OF SOCIO - GAME TECHNOLOGY IN LESSONS WITH CHILDREN

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

However, incorporating play into the course of a class is not easy. There are contradictions between educational and play activities, which teachers must face when introducing game teaching methods into the outline of the lesson. I also faced such difficulties. And above all - the fear of turning learning into entertainment, when children and adults can play too much.

I tried to conduct classes in an interesting way, using various pedagogical novelties, and also used the game. But she did not fully achieve the desired results. And then the socio - game technology helped to deal with the difficulties and increase the educational potential of the lesson."The main concern of educators is not teaching, not entertainment, not even development, but such a non-didactic thing as friendship." I would like to believe that in the future these words of the teacher-psychologist E.E. Shuleshko will become significant for every teacher working with preschoolers. Socio-game technology orients the educator towards finding ways to communicate with children in which tedious coercion gives way to enthusiasm (they first of all raise the child, and then develop). The correct meaning of socio - play pedagogy is group - play pedagogy. Any child's play should be carried out in an atmosphere of mutual understanding, agreement on the "rights" to make mistakes and "responsibilities" to hear and see others. The educator must remember that an adult and a child have the same right to make mistakes. However, practice shows that the activities of many teachers are very declarative: an adult is always right and a child should not argue with him, defending his point of view.

Differences between traditional and socio - play pedagogy, engendered in my mind, developed and approved the ideas of the transition from pedagogy of requirements to pedagogy of relations, the perception of children, not as an "object", but as a "subject" of development and upbringing.

Differences between traditional and socio - play pedagogy

Socio - play pedagogy	Traditional pedagogy
Ability to act at the pace of common work, to hear and see others, to provide timely support to a friend in the game, in the classroom, to be able to bring the matter to the intended result.	Pupils are torn apart, crushed by the demands of programs
Educator and pupil are partners (subject - subject relations)	Dictate of the educator (subject - object relations)
Development of self-reliance	Obedient repetition of wording
Lack of discreteness in the teacher's work (didactic knowledge is not divided into parts, but intertwined with each other)	Discreteness - didactic knowledge is divided into parts (principles, methods, techniques and results)
Activity-game - life between microgroups (small societies - hence the term "socio-play")	The lesson does not in any way dispose to free creativity and play.
Play is constantly present in a child's life, not only in kindergarten, but also in primary school lessons.	First of all, the child should receive new knowledge (activities) and only if there is free time to play
Equality between children and adults is the basis of the socio-play approach. An adult and a child have the same right to make mistakes.	The activities of teachers are very declarative: an adult is always right and a child should not argue with him, defending his point of view

The basis of socio - play pedagogy is laid in the words: “We do not teach, but we establish situations when their participants want to trust each other and their own experience, as a result of which the effect of voluntary learning, training and learning occurs” (V.M.Bukatov, E .E. Shuleshko).

To obtain the expected results, I defined the main goal is organization of children's own activities in an atmosphere of mutual understanding.Own activity is the activity that the child wants to engage in and in which he does, listens and hears, looks and speaks.

To achieve the goal, I determined the following tasks :

1. To develop in children the skills of elementary self-control and self-regulation of their actions, relationships with others. Remove fear and pressure before activity.

2. To develop the personality and intelligence of children.

3. To form in children the skill of well-coordinated work.

Conditions application of socio-game technology:

1. Study of the works of the creators of socio-game technologyV.M. Bukatov and A.P. Ershova

2. Development of a long-term plan

3. Compliance with the options for dividing into groups:

By the color of hair, eyes, clothes;

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

Who lives on which floor;

4. The combination of learning with physical activity and changing mise-en-scenes, which helps to relieve emotional stress (children not only sit in class, but also get up, walk, clap their hands, play with a ball. They can communicate in different parts of the group: in centers, at tables , on the floor, in your favorite corner).

Socio-game methodology involves the integration of areas. This gives a positive result in the field of communication, cognition, emotional and volitional sphere, develops the intellectual abilities of children more intensively in comparison with traditional education, contributes to speech, artistic and aesthetic, social, physical development.

5. Change of tempo and rhythm

6. The use of games of a various nature (which develop attention, phonemic hearing, thinking, the ability to interact with each other.The activity of preschoolers in small groups is the most natural way for them to develop cooperation). The effect of understanding is unpredictable. At any time of the lesson, any of the children present can condescend: "EUREKA!" and then he will make a discovery for himself.

In my work I use different methods activation of mental activity.

I. Methods to increase cognitive activity:

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

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

I propose to a group of equals an interesting matter, in solving which, so that there are no those who did not succeed and those who did everything for a long time. Every child here feels skillful, knowledgeable, capable. Children here are either already connected by joint games, knowledge, common life experience and secrets, or these connections are quickly established on their own. All this is a very fertile soil for knowledge to be transferred to each other, to help and support a friend, there is a desire to act together, and not separately.

II. Methods that induce emotional activity.

Game techniques are used for an imaginary situation:

Surprise moments, elements of novelty that set the child up for cognition, exacerbate the desire to unravel a secret, to guess a riddle;

Coming up with fairy tales;

Games - dramatizations;

Humor and jokes.

The combination of a variety of remedies in one session has a profound effect on the feelings of children.

III. Methods that facilitate the interconnection of different activities and areas.

(For which, at an older age, I developed long-term planning).

A perspective aimed at subsequent activities (the child remembers better the action that remains unfinished, they have a desire to continue it and get the result. Children readily return);

Conversation;

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

IV. Methods of correction and clarification of children's ideas:

Repetition;

Observation;

Experimentation;

An experience.

Correctly selected task games help to increase the motivation of children to study, acquire new knowledge, and learn the unknown.

The sequence of the introduction of games:

A game for the working mood - "Shadow - sweating", "Stand up on your fingers", "Standing, looking at someone", "Freeze", "Magic wand", "Flies - does not fly", etc.

Warm-up games - “Two ends, two rings”, “Hands and feet”, “Clockwork men”, Giant dwarfs ”, etc.

Games of a socio-game nature - "Compliment", "Make up a word", "Living alphabet", etc.

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

Free games requiring movement - "Secret", "Traps", "Ring - ring", "Where we were, we will not say, but what we did - we will show", "Day and night", etc.

At the end of my speech, I will briefly dwell on the problems, or, as they say now, “the human factor”. Like my colleague, it was difficult for me to change the manner of teaching to the manner of listening and hearing children, trusting them. Help at their request, and not at will, give them the right to learn on their own. Not to be the initiator of everything and everyone, but to supplement the initiative of the children with your own initiative. Sometimes in the classroom, unexpected improvisations appear "at every step." Previously, there was one answer to the child: “We will decide your question after class,” but now I try to hear everyone. With the help of socio - play pedagogy, I overcame my fear of error, leadership, desire to demonstrate my ability, to be correct and truthful in everything. I know how to play interestingly, so I organize games, invent them, I can take off my judging role without giving any instructions, I give the children the opportunity to see the difficulties and everyone can cope with them on their own. And it doesn't matter if something turns out to be unfulfilled. This is not an indicator of pedagogical inability. And as a result of all the "failures" and "program lags", most often the program material is passed not only qualitatively, but also ahead of schedule!

We have seen this from our own experience. Our pupils are already at the beginning school year v senior group are able to:

• listen and hear each other, negotiate, come to an agreement;
• children have developed speech interaction;
• formed a positive attitude towards the world around, other people, oneself, towards peers;
• children know how to defend their position, reasonably and kindly to object to adults;
• they have no fear for a mistake.

Not only the children have changed, we, the educators, have also changed. We try to maintain friendly relations between children, we do not interfere with their independence, we create conditions for children to communicate with each other. After all, what is communication? This is a combination of two souls and children become equal even for a moment. One moment of communication gives more for education than whole hours of teaching. We regard such relationships with peers as the most important and most important thing in the life of children.

Tatiana Zhultaeva
Using socio-gaming technology in working with preschoolers

In the context of updating the content of education for a teacher preschool education, it is necessary to be able to navigate in a variety of integrative approaches to the development of children, in a wide range of modern technologies.

One of these technology is a socio-game.

The term itself « socio-play style» appeared in 1988. Socio developers-game pedagogy are Shuleshko E.E., Bukatov V.M., Ershova A.P.

Shuleshko Evgeny Evgenievich - President of the International Federation of Free Education, a well-known Moscow psychologist and teacher.

Bukatov Vyacheslav Mikhailovich - doctor pedagogical sciences, one of the main socio-game learning style developers.

Ershova Alexandra Petrovna - teacher and director, daughter of the outstanding Russian director and theorist of theater Pyotr Ershov.

The foundation socio-game pedagogy is embedded in words: “We do not teach, but we establish situations when their participants want to trust each other and their own experience, as a result of which the effect of voluntary learning, training and learning occurs” (V.M.Bukatov, E.E.Shuleshko).

"Golden Rules" socio - game technology

(according to V.M.Bukatov)

1 rule: Used small group work or, as they are also called, "Peer groups"... Optimal for productive communication and development are associations in small groups at a younger age in pairs and triplets, at an older age - 5-6 children.

By the color of the clothes;

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

Who lives on which floor;

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

Find on whole and various postcards something the same and by that "The same" will unite in threes, etc.

2 rule: "Change of leadership". Work in small groups, it involves collective activity, and the opinion of the whole group is expressed by one person, the leader. Moreover, the children choose the leader themselves and he must constantly change.

3 rule: Learning is combined with physical activity and changing mise-en-scenes, which helps to relieve emotional stress. Children not only sit, but also get up, walk, clap their hands, play with a ball. Can communicate in different corners group: in the center, at tables, on the floor, in your favorite corner, in the reception area, etc.

4 rule: Change the tempo and rhythm. Time limitation helps to change the tempo and rhythm. Children understand that each task has its beginning and end and requires a certain concentration.

5 rule: Integration of all types of activities that meets modern requirements. Learning takes place in the playroom form: can use different games developing attention, hearing, thinking, the ability to interact with friend: "Rumors", "Relay race", "I don't answer for myself", "Magic wand", "Cities with unbelievability" etc.

6 rule: Orientation to the principle polyphony: "You will chase 133 hares, look and catch a dozen"... It is more interesting for a child to acquire knowledge together with his peers, he is more motivated.

Socio-gaming technology is aimed at developing communication in children, therefore, at the heart of this technologies lies the communication of children with each other and with adults.

The laws of communication

o Do not humiliate, do not insult the child, do not show dissatisfaction.

o Be mutually polite, tolerant and reserved.

o Treat failure as just another learning experience.

o Support, believe, help the child in solving his problems.

o Children are dreamers: do not ignore their problems.

Communication of children within the framework of this technology goes through three stages:

o at the first stage, children learn the rules of communication, the culture of communication;

o at the second stage, the child realizes in practice how he needs to organize his communication in a microgroup in order to complete the educational task;

o at the third stage, communication is a pedagogical means, that is, through communication, the teacher teaches preschoolers.

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

Five tips for educators preschool organizations

First tip: Be prepared for your own misses:

o Whatever proposal to play, show, remember, come up with or carry out - whether the educator expressed, he must proceed from the real possibilities of this group. But these possibilities are not immediately revealed, so he needs to be prepared for his possible mistakes, since the upcoming activity may not always be successful.

o All obstacles encountered in socio-game work, the educator should be considered as the content of educational activity, seeing in it the essence of his tasks, and in overcoming them - the essence of the development of the whole group and the child himself.

o Second tip: Do not chew on the meaning of the assignment

o Often children say that they do not begin to do the given task, because nothing "not understood"... But this does not mean at all the necessity "chew" tasks so that there is nothing left to guess, figure out, understand the child himself.

o In socio-game tasks a share of independence performer from time to time must necessarily grow. Then children can feel: "did not understand"- this is probably just being careful, "Too lazy" or think, or try. And if they see how one of them is trying, and understand that there is nothing wrong with that, then the number of those who referred to "did not understand" will decrease.

o Sometimes the teacher must also explain (to repeat) task, if she felt that the previous explanation was incomprehensible in essence, more precisely through her own fault, and not because of the inattention or passivity of the children being taught.

o Third tip: Pay attention to interesting surprises

o If the task is performed by children incorrectly due to the fact that it was misunderstood, it is necessary to turn your attention to all the unexpected and interesting in completing the misunderstood task. Sometimes it turns out to be more interesting and useful than "loyal" option planned by the teacher.

o It is more important to include in work activity, even inaccurately directed, than to drown it out with the fear of error or to fix it in children installation: First you tell me how and what to do, and only then I will do it, if I am sure that it will work out. Otherwise, the union of the children and the caregiver breaks up into adult leadership and child dependency. As a result, equality will disappear, the game will die. There will remain one work, the joy of which is reduced to expectation - "When will my aunt praise me".

o Fourth tip: Seeing child rejection as valuable clues

o The most "Scary" nuisance - refusal of some children to participate in the proposed game (task, exercise)- is removed by the teacher's preliminary willingness to overcome this refusal with a special set of such exercises that will allow those who refuse to find the confidence in themselves to participate in the general work.

o Facing child rejection ceases to be "Scary" if you take it as a timely tip given by a child.

o Fifth tip: Know how to enjoy the noise

o Often, educators are dissatisfied with the extra, seemingly extraneous noise, which is natural when trainees become more active

o children. It is necessary to be attentive to what is happening (that is, noticing and seeing specific children, give yourself report: "Harmful" whether the noise that arose on the ground. And this is not always the case!

o Most often "noise" comes from spontaneously arising business "Rehearsals"... And so you need to rejoice that the task makes children want work.

Game classification socio-game focus,

proposed by E. E. Shuleshko, A. P. Ershova and VM. Bukatov

1. Games for working attitude... The main task of the games is to awaken the interest of children in each other, to put the participants in the game in some kind of dependence on each other, providing a general increase in the mobilization of attention and body.

2. Warm-up games (discharge)... The principle of universal accessibility, an element of competition for funny, frivolous gains; give children the opportunity to warm up.

3. Games socio-game introduction to the case.

Can be used in the process of mastering or consolidating educational material; if children learn to distinguish something, remember, systematize, etc., then they will learn this in the process of completing play tasks.

4. Games of creative self-affirmation. When performing them, artistic performance result of an action.

5. Free games (free)... Games that require space and freedom of movement to complete. The game arises from a special, unusual combination of diverse efforts. We combine business for the head with business for the feet, business for the eyes with business for the ears and business for the language (listening, hearing and listening to the speech of the interlocutor, and then business becomes a game.

pros socio-play style

o The teacher is an equal partner;

o The barrier between the teacher and the child is being destroyed;

o Children are independent and proactive;

o Children set the rules of the game themselves;

o Children discuss the problem, find ways to solve it;

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

o Communication of children takes place within a micro-group and between micro-groups;

o Children help each other and also control each other;

o Socio-game style teaches active children to recognize the opinion of their comrades, and gives timid and insecure children the opportunity to overcome their complexes and indecision.