Game technology for teaching in pre-school. Using elements of modern gaming technologies in dhow

Consultation for educators

Educator
Mokan Galina Vasilievna

Gaming technologies in the educational process of preschool educational institutions

Development modern society requires generalization and systematization of the experience of pedagogical innovations, the results of psychological and pedagogical research. One way to solve this problem is a technological approach to organizing educational work with kids.
In preschool education, pedagogical technology represents a set of psychological and pedagogical approaches that determine a set of forms, methods, methods, teaching techniques, and educational means for implementing the educational process both in several preschool educational institutions and in a specific kindergarten or even group.
The need to use pedagogical technologies is due to for the following reasons:
- social order (parents, regional component, Federal State Educational Standard requirements);
- educational guidelines, goals and content of education (educational program, priority, monitoring results, etc.).
The value of educational technologyis that she:
- specifies modern approaches to assessing the achievements of preschool children;
- creates conditions for individual and differentiated tasks.
Preschool age is a unique and decisive period in which the foundations of personality are laid, will is developed, and social competence is formed.
These and others the most important qualities not only in the process of special activities, but also in play, which gives the child:
- the opportunity to “try on” the most important social roles;
- to be personally involved in the phenomenon being studied (motivation is focused on satisfying cognitive interests and the joy of creativity);
- live for some time in “real life conditions”.
The meaning of the game is not that it is entertainment and relaxation, but that with the right guidance it becomes:
- way of learning;
- activities for the realization of creativity;
- method of therapy;
- the first step in the socialization of a child in society.
Educational and educational value of the gamedepends on:
- knowledge of gaming activity methods;
- professional skills of the teacher in organizing and managing various types of games;
- taking into account age and individual capabilities.
On modern stage play activity as independent technology can be used:
- to master the topic or content of the material being studied;
- as a lesson or part of it (introduction, explanation, reinforcement, exercise, control);
- How educational program, formed by the preschool educational institution team.

The main goal of gaming technology– creation of a full-fledged motivational basis for the formation of skills and abilities depending on the operating conditions preschool and the level of development of children.

Her tasks:

Reach high level motivation, a conscious need for knowledge and skills due to the child’s own activity.
Select means to activate children’s activities and increase their effectiveness.

But like any educational technology, gaming technology must also meet the following requirements:

Technological diagram - description technological process with division into logically interconnected functional elements.
Scientific base – reliance on a certain scientific concept of achieving educational goals.
Systematicity – technology must have logic, interconnection of all parts, integrity.
Controllability – the possibility of goal setting, planning the learning process, step-by-step diagnostics, varying means and methods in order to correct results is assumed.
Efficiency – must guarantee the achievement of a certain standard of training, be effective in terms of results and optimal in terms of costs.

Game pedagogical technology – organization pedagogical process in the form of various pedagogical games. This is the consistent activity of the teacher in:
- selection, development, preparation of games;
- inclusion of children in play activities;
- implementation of the game itself;
- summing up the results of gaming activities.
The main feature of a pedagogical game in gaming technology is a clearly defined learning goal and its corresponding pedagogical results, characterized by an educational and cognitive orientation.
The types of pedagogical games are varied.
They may vary:

By type of activity - motor, intellectual, psychological, career-oriented, etc.;
By the nature of the pedagogical process - teaching, training, controlling, cognitive, educational, developmental, diagnostic.
The nature of the gaming methodology is games with rules; games with rules established during the course of the game, games where one part of the rules is specified by the conditions of the game, and is established depending on its progress.
In terms of content - musical, mathematical, socializing, logical, etc.
By gaming equipment - tabletop, computer, theatrical, role-playing, director's, etc.

The main component of gaming technology is direct and systematic communication between the teacher and children.
Its meaning:
- activates students;
- increases cognitive interest;
- causes emotional uplift;
- promotes the development of creativity;
- concentrates class time as much as possible due to clearly formulated game conditions;
Allows the teacher to vary the strategy and tactics of game actions by complicating or simplifying game tasks, depending on the level of mastery of the material.
Play activities take place very lively, in an emotionally favorable psychological environment, in an atmosphere of goodwill, equality, in the absence of isolation of passive children. Gaming technologies help children to relax and gain self-confidence. As experience shows, when acting in a game situation close to real conditions life, preschoolers more easily master material of any complexity.
Conceptual foundations of gaming technology:

A playful form of joint activity with children is created using play techniques and situations that act as a means of inducing and stimulating the child to activity.
The implementation of the pedagogical game is carried out in the following sequence - the didactic goal is set in the form of a game task, educational activities are subject to the rules of the game; educational material used as its means; successful completion of a didactic task is associated with the game result.
Gaming technology covers a certain part of the educational process, combined general content, plot, character.
Gaming technology includes sequential games and exercises that form one of the integrative qualities or knowledge from the educational field. But at the same time game material should intensify the educational process and increase the efficiency of mastering educational material.

The game, as a rule, is the children’s own initiative, therefore the teacher’s guidance when organizing gaming technology must meet the requirements:
- the choice of game - depends on the educational tasks that require their solution, but should act as a means of satisfying the interests and needs of children (children show interest in the game, actively act and get a result veiled by the game task - there is a natural substitution of motives from educational to gaming);
- game proposal - a game problem is created, for the solution of which various game tasks are proposed: rules and action techniques);
- explanations of the game - briefly, clearly, only after the children’s interest in the game arises;
- gaming equipment - must comply as much as possible with the content of the game and all the requirements for the subject-game environment according to the Federal State Educational Standard;
- organization of a play group - play tasks are formed in such a way that each child can demonstrate his activity and organizational skills.
Children can act depending on the progress of the game individually, in pairs or teams, collectively:
- development of the game situation is based on principles; absence of any form of coercion when involving children in the game; presence of game dynamics; maintaining a gaming atmosphere; the relationship between gaming and non-gaming activities;
- end of the game - analysis of the results should be aimed at practical use in real life.

FEATURES OF MODERN GAMING TECHNOLOGIES IN PRESIDENTIAL INDUSTRIES
Modern gaming technologies in preschool educational institutions assign the child the role of an independent subject interacting with the environment.
This interaction includes all stages of activity: goal setting, planning and organization, implementation of goals, analysis of performance results. Developmental education is aimed at developing the entire complex of personality qualities. Game technologies in preschool educational institutions allow the teacher to develop independence, set in motion internal processes mental neoplasms.
Using gaming technologies in the educational process, the teacher must have goodwill, be able to provide emotional support, create a joyful environment, and encourage any invention and fantasy of the child.
The game is useful for the development of the child and creating a positive atmosphere of cooperation with adults.
An important feature of modern gaming technologies that the teacher uses in his work is that gaming moments penetrate into all types of children’s activities: work and play, educational activities and play, everyday household activities associated with the implementation of the regime and play.
Game technologies aimed at developing perception consist in the fact that the teacher organizes, for example, the game situation “What’s rolling?” and uses it in educational activities“Introduction to Mathematics” for teaching and reinforcing the concepts of “circle” and “square”.

Gaming technologies aimed at developing attention PRODUCE A GRADUAL TRANSITION FROM INVOLUTIONARY to voluntary attention IN PRESCHOOL CHILDREN. Voluntary attention presupposes the ability to concentrate on a task, even if it is not very interesting, but the teacher teaches this to children, again using play techniques. For example: in the educational activity “Introduction to Mathematics,” the teacher uses the game situation “Find the same one.”
In the educational activity “Acquaintance with the world around us,” the teacher uses the game situation “Find the mistake.”
Gaming technologies help in the development of memory, which, like attention, gradually becomes voluntary. The teacher uses specially designed games, such as “Shop”, “Remember the pattern”, “Draw as it was”, etc.
Gaming technologies contribute to the development of a child's thinking. At the same time, the teacher uses didactic games that help teach the child the ability to reason, find cause-and-effect relationships, and draw conclusions.
With the help of gaming technologies, the teacher develops children's creative abilities, creative thinking and imagination. The use of gaming techniques and methods of non-standard, problem situations forms flexible, original thinking in children. For example: in classes to introduce children to fiction (joint retelling works of art or composing new stories, fairy tales), students gain experience that allows them to then play games - make-believe, games - fantasy.
Theatrical and play activities enrich children with new impressions, knowledge, skills, develop interest in literature and theater, form dialogical, emotionally rich speech, activate the vocabulary, and contribute to the moral and aesthetic education of each child. Speaking about modern gaming technologies, we should especially note the technology of educational games by Nikitin B.P. consisting of a set of educational games, which, with all their diversity, comes from general idea and have characteristic features. Children play with balls, ropes, rubber bands, pebbles, nuts, corks, buttons, sticks, etc.
Subject-based educational games are the basis of construction, labor and technical games and are directly related to intelligence.
Using Nikitin’s educational games technology, the teacher manages to combine one of the basic principles of learning - from simple to complex - with a very important principle creative activity independently according to abilities, when a child can rise to the “ceiling” of his capabilities.
In the game, the teacher solves several problems related to the development of creative abilities at once: stepping stones always create conditions for advanced development of abilities; by studying independently until their “ceiling”, children develop most successfully. Modern gaming technologies are closely intertwined with problem-based learning technologies, which offer such an organization of the educational process, which involves the creation of problem situations by the teacher and the active independent activity of children to resolve them, as a result of which the creative mastery of professional knowledge, skills, abilities and the development of thinking abilities occurs. . The goal of problematic technology is to acquire and master methods independent activity, development of children's cognitive and creative abilities.
However, one of the most relevant areas in modern gaming technologies is information Computer techologies. Information technologies significantly expand the capabilities of parents, teachers and specialists in the field of early learning. The educator uses ICT through play.
During the play activity of a preschooler, enriched with computer tools, mental new formations arise: theoretical thinking, developed imagination, the ability to predict the outcome of an action, design qualities thinking, etc., which lead to a sharp increase in the creative abilities of children. The ability to use a modern computer allows you to most fully and successfully realize the development of a child’s abilities. ICTs make it possible to develop intellectual, creative abilities, and the ability to independently acquire new knowledge. ICT enables the educator to lay the potential for enriched development of the child’s personality. Practice has shown that interest in classes increases significantly and the level of cognitive capabilities increases. The use of ICT by the teacher allows not only to enrich knowledge, but also to use the computer for a more complete acquaintance with objects and phenomena that are outside the child’s own experience, and increases the child’s creativity.
Thus, modern gaming technologies cover a wide range of development of abilities of preschool children, ensuring the effectiveness of learning the material. However, it should be noted that such an impact of gaming technologies on a child is achieved through the integrated application of achievements in pedagogy and psychology.

With the introduction of Federal State Educational Standards DO 1, one of the forms of direct educational activity is the game. It should be emphasized that a particularly important difference between preschool education and general education is that in kindergarten children's development occurs in play, and not in learning. The role of the educator is to create.

The term "gaming technology" covers a large number of methods and techniques that are organized in the form of a variety of pedagogical games in preschool educational institutions. The difference between a pedagogical game and a simple game is that it clearly indicates the purpose of learning, the pedagogical result, etc. A striking example of pedagogical games is in kindergarten.

Gaming technologies in preschool educational institutions: classification of games

The difficulty of systematizing games lies not only in the differences in their rules, but, first of all, in their goals. Games with similar instructions may not be the same, as they are used for different purposes: for entertainment, education, learning decision-making skills, developing sociability, diagnostics.

According to the place of execution: at the table, in the room, on the street, in the yard.

By the number of participants: one, in a pair, in a group (more than two opponents pursuing the same goal in a competition situation), in a team (competition between teams of players).

When organizing a team or group game, the teacher needs to take into account: how to form a composition of players, their range of interests, intellectual development, physical fitness, who treats each other how, and who is friends.

By time:
by season (winter, spring, summer, autumn);
by time spent (long, extended, short, minute games).
It is necessary to strive for regular frequency of gaming technologies in preschool educational institutions, since at long intervals preschoolers lose interest and forget instructions.

According to the subject-game environment:
with objects (with a ball, rope, etc.);
without items
with means of transportation;
with TSO;
slot machines (push-button);
computer games;
amusement games.

By type of activity:
physical (with movement): relay races, competitions, competitions.
Creative and intellectual games: plot-intellectual; subject fun; didactic (cognitive, subject-specific, educational); construction, design, labor, technical; computer, electronic.
Labor.
Social games: business (role-playing, organizational-activity, organizational-mental, organizational-communicative, imitative), creative plot-role (director's, imitative, dramatization games, dreams); psychological.

Didactic games as a type of gaming technology in preschool educational institutions

Didactic games develop memory, thinking, attention, cognitive abilities, intelligence, and imagination. Special attention is given to a complex mental process - imagination, without which creativity in preschool children is impossible.

The following types exist didactic games.

Exercise games improve children's abilities. Examples: crosswords, puzzles, quizzes. Used to develop imagination word games(kiss methodological system Such games-exercises were developed by Gianni Rodari in his book “The Grammar of Fantasy”).

Travel games help to comprehend and consolidate the topic studied. The activity of preschoolers in these games is expressed in the form of stories, discussions, expressing their opinions, creative works. Examples: come up with additions to the picture, to the story, to the fairy tale; compose something, come up with movements; to depict this - the imagination develops.

Competition games combine all types of educational games. Preschoolers compete, divided into teams.

Gaming technologies in preschool educational institutions for preschool children

For children aged 3 to 8 years, active and role-playing games dominate. Movable - give preschoolers the opportunity to use their extra energy. A role-playing game is considered simple: it does not have precise rules limiting freedom of action, has a detailed focus, and uses toys. Here you need to define some narrow game situation and the role that the child needs to enter to solve the problem. Develop creative imagination, personal qualities, emotionality, preschoolers gain communication skills in a team (including how to put up with quarrels). Forms of implementation: discussions on the distribution of roles, imagining a journey; press conferences.

Gaming technologies in the educational process in preschool educational institutions have the following features:

voluntary behavior (the child begins the game at his request for entertainment);
creative nature (improvisation in the game);
emotional activity (based on the child’s experiences and the sensory basis of the game).

1 The Federal State Educational Standard for Preschool Education (FSES DO) came into force on January 1, 2014.

Implementation of gaming technologies in working with children 4-5 years old

From the first day of work, I was faced with this problem - there are children who do not want to do exercises, do not want to draw, sculpt or write a story when everyone else is doing it. Therefore, one of the important directions of my professional activity I chose the use of games and gaming techniques in the educational process. Because play is the leading activity of a child in preschool age, through which it develops organically. According to the Federal State Educational Standard, the educational process is put at the head of individual approach to the child through play.
For work on self-education, I chose the topic “Use of gaming technologies in working with children 4-5 years old.”
Relevance of the chosen topic:
Play is the leading activity of a child in preschool age, through which he organically develops.
According to the Federal State Educational Standard, an individual approach to the child through play is placed at the forefront of the educational process.
Game moments are very lively, in an emotional atmosphere, in an atmosphere of goodwill, equality, in the absence of isolation of passive children. Gaming technologies help children to relax and gain self-confidence. As experience shows, acting in a game situation that is close to real life conditions, preschoolers more easily learn material of any complexity.
Goals and objectives:
Raising your theoretical level, professional skill and competence in the field.
Studying literature on this topic.
Actively influence development mental processes: perception, attention, memory, imagination, thinking.
Develop game files.

Work to transform the subject-development environment.
The essence of gaming technology consists in the combination of a huge number of methods and techniques for organizing the educational process in the form of various games.
The purpose of gaming technology- do not change the child and do not remake him, do not teach him any special behavioral skills, but give him the opportunity to “live” situations that concern him in the game with the full attention and empathy of an adult.

According to the Federal State Educational Standard for Preschool Education, the content of the educational program in a preschool educational institution should ensure the development of the personality, motivation and abilities of children in various types activities and cover the following structural units representing certain areas of development and education of children (educational areas):
social and communicative development;
cognitive development;
speech development;
artistic and aesthetic development;
physical development.
I examined the use of gaming technologies in the educational process of preschool educational institutions in each area separately. I got acquainted with a huge amount material on this topic. I learned a lot different games, game trainings.

Application of gaming technologies:
Helps overcome passivity.
Increases cognitive interest.
Causes an emotional uplift.
Trains memory.
Develops attention.
Develops thinking.
Helps develop speech skills.
Promotes the development of creativity.

And most importantly, children enjoy going to kindergarten.
Therefore, the use of gaming technologies is very effective!

Presentation on the topic: Implementation of gaming technologies in working with children 4-5 years old

Prepared by the teacher of MADOOU TsRR- kindergarten No. 31 Cheraksheva Galina Pavlovna

“The game generates joy, freedom, contentment, peace in oneself and around oneself, peace with the world” . Friedrich Froebel.

“Without play there is and cannot be a full-fledged mental development. A game is a huge bright window through which a life-giving stream of ideas and concepts of the surrounding world flows into the child’s spiritual world. The game is the spark that ignites the flame of inquisitiveness and curiosity.

V.A. Sukhomlinsky.

"Game Technology" , must meet reasonable requirements for the use of game situations in the educational process in kindergarten, creating the opportunity for the child to take on the role of a character acting in a game situation.

Concept "game educational technologies» includes a fairly extensive group of methods and techniques for organizing the pedagogical process in the form of various pedagogical games.

Unlike games in general, a pedagogical game has an essential feature - a clearly defined learning goal and a corresponding pedagogical result, which can be justified, identified explicitly and characterized by an educational-cognitive orientation.

It includes sequential games and exercises that develop the ability to identify the main, characteristic features objects, compare, contrast them;

Groups of games to generalize objects according to certain characteristics;

Groups of games, during which preschoolers develop the ability to distinguish real from unreal phenomena;

Groups of games that develop the ability to control oneself, speed of reaction to a word, phonemic awareness, ingenuity, etc.

At the same time, the game plot develops in parallel with the main content of training, helps to intensify the educational process, and master a number of educational elements.

It is built as a holistic education, covering a certain part of the educational process and united by common content, plot, and character.

Compiling gaming technologies from individual games and elements is the concern of every educator

She created a pedagogical system that is as close as possible to the ideal situation when a child learns on his own. The system consists of three parts: child, environment, teacher. At the center of the entire system is the child. A special environment is created around him in which he lives and learns independently. In this environment, the child improves his physical condition, develops age-appropriate motor and sensory skills, gains life experience, learns to organize and compare various items and phenomena, acquires knowledge from personal experience. The teacher watches the child and helps him when required. The basis of Montessori pedagogy, its motto is “help me do it myself.”

The teacher's role is to observe

Zaitsev Nikolay Alexandrovich (b. 1939) innovative teacher from St. Petersburg

Boris Pavlovich Nikitin (21 January 1916 - 30 January 1999)- one of the founders of the methodology early development, Pedagogy of Collaboration.

Zoltan Gyenes (1916-2014)

World famous Hungarian

teacher and mathematician, professor.

Logical games with Dienesh blocks contribute to the development of children's logical, combinatorial and analytical abilities. The child divides blocks by properties, remembers and generalizes.

Game exercises using the Dienesh method clearly introduce children to the shape, color, size and thickness of objects, mathematical concepts and the basics of computer science. Blocks promote the development of mental operations in children: analysis, synthesis, comparison, classification, generalization, as well as logical thinking, creative abilities and cognitive processes - perception, memory, attention and imagination.

Children can play with Dienesh blocks of different ages: from the little ones (from two years old) to primary (and even average) schools.

George Cuisiner

Belgian teacher

primary school (1891-1976)

Developed a universal didactic material for the development of children's mathematical abilities.

Cuisenaire sticks are counting sticks, also called "numbers in color" , colored sticks, colored numbers, colored rulers. The set contains 10 prism sticks different colors and from 1 to 10 cm in length. Sticks of the same length are made in the same color and indicate a certain number. The longer the stick, the greater the value of the number it expresses.

Zheleznov Sergey Stanislavovich Ekaterina Sergeevna

Advantages of gaming technologies

the game motivates, stimulates and activates children’s cognitive processes - attention, perception, thinking, memorization and imagination;

the game, having used the acquired knowledge, increases its strength;

one of the main advantages is the increased interest in the object being studied in almost all children in the group;

through play, the “short-term perspective” is used in learning;

the game allows you to harmoniously combine emotional and logical assimilation of knowledge, due to which children receive solid, conscious and felt knowledge.

APPLICATION OF GAME TECHNOLOGIES IN THE EDUCATIONAL PROCESS OF PRECAUTIONARY INSTITUTIONS IN THE CONDITIONS OF IMPLEMENTATION OF THE GED.

“... The whole process of raising a child we

we consider it as learning what games to play

should be played and how to play them."

Eric Bern

Play is the leading activity of a preschooler. And no one argues with this. But how is this implemented in modern practice of preschool education?

With each new generation of children, the play space of childhood also changes. If we consider the modern generation, we can see that children prefer group games more information Technology. Who is to blame for this? Of course, adults are always in a hurry: grandparents live far away, mothers and fathers are worried about prestigious jobs, and kindergarten teachers are intensively preparing children for school. This trend can be seen not only here, but also in many countries.

The development of modern society requires generalization and systematization of the experience of pedagogical innovations and the results of psychological and pedagogical research. One of the ways to solve this problem is a technological approach to organizing educational work with children.

In preschool education, pedagogical technology is a set of psychological and pedagogical approaches that determine a set of forms, methods, methods, teaching techniques, and educational means for the implementation of the educational process in preschool educational institutions.

The need to use educational technologies is due to the following reasons:

Social order(parents, regional component, Federal State Educational Standard requirements);

Educational guidelines, goals and content of education (educational program, priority area, monitoring results, etc.).

The value of pedagogical technology is that it:

Concretizes modern approaches to assessing the achievements of preschool children;

Creates conditions for individual and differentiated tasks.

Every teacher is a creator of technology, even if he deals with borrowings. The creation of technology is impossible without creativity. For a teacher who has learned to work at the technological level, the main guideline will always be the cognitive process in its developing state.

In the Federal State General Educational Standards for Preschool Education, play is considered an important means of socializing the personality of a preschooler. The right to play is enshrined in the Convention on the Rights of the Child (Article 31).

In the context of the introduction of the Federal State Educational Standard for Education, it is important for teachers to understand: what are gaming technologies, how to use them in the educational process?

The purpose of gaming technology is not to change the child or remake him, not to teach him any special behavioral skills, but to give him the opportunity to “live” situations that excite him in the game with the full attention and empathy of an adult.

Concept "game pedagogical technologies" includes a fairly extensive group of methods and techniques for organizing the pedagogical process in the form of various pedagogical games.

L. V. Zagrekova identifies the following components of gaming technologies:

Motivational

Orientation-target

Value-volitional

Evaluative

All the components considered are closely interconnected and include a number of structural elements:

Installation element

Game situations

Game objectives

Rules of the game

Game actions

Game state

Game result

With the introduction of the Federal State Educational Standard for Preschool Education, we were faced with the following tasks aimed at introducing gaming technologies into preschool educational institutions:

The need to explain to parents the importance of play

Providing a safe space for play (especially in courtyard areas)

The presence of an appropriate developmental subject-spatial environment that supports the game

Children's free time should not be strictly programmed; the teacher must observe the children, understand their play plans and experiences. He needs to gain the trust of the children and establish contact with them. This is easily achieved if the teacher takes the game seriously, with sincere interest, without offensive condescension.

According to the Federal State Educational Standard for Preschool Education, the content of the educational program in a preschool educational institution must ensure the development of the personality, motivation and abilities of children in various types of activities and cover the following structural units representing certain areas of development and education of children (hereinafter referred to as educational areas):

Social and communicative development;

Cognitive development;

Speech development;

Artistic and aesthetic development;

Physical development.

WE WILL CONSIDER THE APPLICATION OF GAME TECHNOLOGIES IN THE EDUCATIONAL PROCESS OF PRESENTER EDUCATIONAL INSTITUTIONS IN EACH DIRECTION OF DEVELOPMENT.

Social-communicative development is aimed at mastering the norms and values accepted in society, developing communication and interaction of the child with adults and peers; development of emotional responsiveness, empathy, formation of readiness for joint activities with peers.

GAME TECHNOLOGY INCLUDES:

Game trainings –

Story-based role-playing games

Theatrical games

Cognitive development involves the development of children's interests, curiosity and cognitive motivation; formation of cognitive actions, formation of consciousness; development of imagination and creative activity; the formation of primary ideas about oneself, other people, objects of the surrounding world, about the properties and relationships of objects of the surrounding world. Here the choice of games is huge and varied, but it is worth highlighting gaming technologies aimed at developing knowledge, skills and abilities - these are the so-called educational games, problem gaming situations and gaming technologies aimed at consolidating acquired knowledge and developing cognitive abilities.

Speech development includes mastery of speech as a means of communication and culture; enrichment of the active vocabulary; development of coherent, grammatically correct dialogical and monologue speech; development of speech creativity; development of sound and intonation culture of speech, phonemic hearing; acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature; formation of sound analytical-synthetic activity as a prerequisite for learning to read and write.

The use of gaming technologies in work makes it possible to increase the success of learning for children with speech disorders.

Conducting specially selected games creates the most favorable conditions for the development of children's speech. For example, technologies such as:

Gaming technologies aimed at development fine motor skills

Gaming technologies aimed at developing articulatory motor skills

Gaming technologies aimed at developing breathing and voice

Artistic and aesthetic development involves the development of prerequisites for the value-semantic perception and understanding of works of art and the natural world; formation of elementary ideas about types of art; perception of music, fiction, folklore, visual arts.

Physical development includes gaining experience in the following types of children’s activities: motor, promoting correct formation musculoskeletal system of the body, the development of balance, coordination of movement, gross and fine motor skills of both hands, as well as the correct execution of basic movements, the formation of initial ideas about certain sports, mastery of outdoor games, the formation of values healthy image life.

Thus, gaming technologies are closely related to all aspects of the educational work of a kindergarten and the solution of its main tasks.

Game - what could be more interesting and meaningful for a child? This is joy, knowledge, and creativity. This is what a child goes to kindergarten for.