Socio-game learning technologies. Topic: "updating the methodology of using socio-game techniques in the light of the FGOS before
Elena Koval
Master class for the participants of the seminar "Using the game in socio-game technology"
« Master class for seminar participants on the topic:
« Game use in socio-game technology»
GOAL: master class: education participants of the master class on the application of socio-game technology as part of the educational process at the preschool educational institution.
TASKS:
To acquaint participants master-class with methods and techniques used in socio-game technology.
To increase the level of professional competence of teachers, their motivation for systemic use of socio-game technology in practice.
To create conditions for the majority of teachers to acquire their own professional style, which would allow pupils to realize the position of the subject in various types of activity.
Socio-gaming technology- This is the development of the child in play communication with peers.
The relevance of this themes:
This is socio-game technology in which the main form of work with preschool children is play.
Today, a person for an active participation in society, realizing oneself as a person, it is necessary to constantly show creative activity, independence, discover and develop one's abilities, continuously learn and improve oneself.
Therefore, for education today, more than ever, the quote of Vyacheslav Mikhailovich Bukatov, the author of one of the books on socio-game technologies: “It is not so much innovation that helps to make the learning conditions of preschoolers more human and more appropriate to the peculiarities of their psyche (which, for educators, are often "In a poke", how many are the most famous and tested "Old-fashioned ways".
It helps us to comply with this statement socio-game technology presented by E... Shuleshko, A. Ershova and V. Bukatov, in which the main form of work with preschool children is play.
Socio-gaming technology organizes a lesson as a game-life between microgroups of children (small societies - hence the term« socio-game» ) and simultaneously in each of them;
Social gaming technology is used as in the classroom and when 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.
This technologies sets 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;
to bring up in preschoolers a desire to learn new things.
Socio-gaming technology is aimed at developing communication in children, therefore, in
the basis of this technologies lies the communication of children with each other, with an adult.
Communication of children within the framework of this technologies I will organize at three stage:
at the very first stage, I 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);
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 tool, that is, through communication I teach preschoolers.
pros socio-play style:
- Relationship: "Peer child";
The educator 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 performers
teacher's instructions;
Children are independent and proactive;
Children make the rules themselves games;
Children discuss the problem, find ways to solve it;
Children agree, communicate (fulfill the role of both speakers and the role of listeners);
Communication of children takes place within a micro-group and between micro-groups;
Children help each other and also control each other;
- Socio-game style teaches active children to recognize the opinion of their comrades, and timid and
gives uncertain children the opportunity to overcome their complexes and indecision.
Practical part master class... It includes replay teachers of various games and game exercises from the above groups:
Now I will introduce you to one of the techniques socio-game technology"Magic wand".
This requires any item you want. use... I will use a magic wand... I give you a magic wand, and I ask you to answer what you loved to play as a child.
Answers participants.
And now I will ask you to complete the second task, returning the wand back, explain why you liked this particular game.
Now I showed you the reception, and you voiced "Golden Rules" socio-game technology.
"Golden Rules" socio - game technology
(according to V.M.Bukatov)
1 rule: used by work in small groups 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, in the older, 5-6 children. The activity of preschoolers in small groups is the most natural way for them to develop cooperation, communication, and mutual understanding.
By the color of hair, eyes, clothes;
So that at least one letter in the name is the same
Who lives on which floor;
Even-odd, single-two-digit apartment number;
Find something the same on whole and various postcards and for this "The same" will unite in threes;
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 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. Changing the pace and rhythm is helped by a time limit, for example, using an hourglass and regular clocks. Children understand that each task has its beginning and end, and requires a certain concentration.
5 rule - socio- the game methodology involves the integration of all types of activities that meets modern requirements. Learning takes place in a playful way, for this you can use different games that develop attention, phonemic hearing, thinking, the ability to interact with each other.
6 rule: principle orientation 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. As a result, all children discover new knowledge, only some more, some less.
1. Games- tasks for a working mood.
2. Social games-game involvement in the case, during the implementation of which business relationships are built between the teacher and children, and children with each other.
3. Game warm-ups - united by their universal availability, quickly
emerging gambling 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 artistic performance result.
For practical applicability "Golden Rules" socio-game technology, I invite you to be a little in the role of children and play with me.
I need 6 people to come out. You need to fold the letters so that you get the name of the tale.
The game "Revitalization" you need to show a fairy tale without saying a word.
-Using this game, we applied the following regulations: physical activity, work in small groups, unlimited venue, creative activity.
The next game to create a working mood "Who quickly"
Target: coordination of joint actions, distribution of roles in the group.
Possible figures:
triangle;
birdhouse;
Discussion:
Was it difficult to complete the task? What was the difficulty?
What helped in its implementation?
Information on socio-game technology can be found on the authors' site "Open lesson - openlesson".
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 of 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 the performance of 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.
The use of socio-game technology in working with children of senior preschool age From the experience of the senior educator of MBDOU "Kindergarten 93 of general developmental type" Olga Anatolyevna Samarina and the educator 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 in direct educational activities and in 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. Raise a desire to learn new things in preschoolers.
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 the goal - the child realizes in practice 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 is a pedagogical means, 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 helps us to comply with this statement.
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 of 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 are aimed at the all-round development of the child's personality. The main place is occupied by the game. In these changing conditions, a preschool teacher needs to be able to navigate a variety of integrative approaches to the development of children, in a wide range of 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
At an 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.
Middle age - working in pairs, playing 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
Raise a desire to learn new things in preschoolers.
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 at a younger age in pairs and triplets, in the older, 5-6 children. The activity of preschoolers in small groups is the most natural way for them to develop cooperation, communication, and 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 a playful way, 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 "and so on.
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 in open classes, and if the teacher 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 great importance has the formation of personal experience for the child to evaluate his 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 discretenessThe 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-game technologies in his pedagogical practice, a 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.
In the morning, you must usegame exercises for a positive psychological attitude.The main task of the games is to arouse the interest of children 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 assimilating 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."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 that performs important functions of 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, general 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 an important role in the formation of a new positive system of "child-adult" relationships - relationships of trust and mutual understanding.
The main functions of 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 in 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 shapes, the same 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 VM Pocket encyclopedia of socio-game methods of teaching preschoolers: a reference guide for teachers of senior and preparatory groups of kindergarten. - SPb .: Educational projects; M .: Research Institute of School Technologies, 2008 .-- 160 p.