With the introduction of Federal State Educational Standards DO 1, one of the forms of direct educational activity is the game. It should be noted that a particularly important difference preschool education from general education is that in kindergarten Children's development occurs through play, not through learning. The role of the educator is to create.
The term “game technologies” 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. Particular attention is paid to a complex mental process - imagination, without which creativity in preschool children is impossible.
There are the following types of 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
In 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 has no 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. They 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 Federal State educational standard preschool education (FSES DO) came into force on January 1, 2014.
Prepared by teacher of MADOU CRR-kindergarten No. 31 Galina Pavlovna Cheraksheva
“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 pedagogical 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 integrated general content, plot, 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 early development methods and cooperation pedagogy.
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 universal didactic material for developing children's mathematical abilities.
Cuisenaire sticks are counting sticks, also called "numbers in color" , colored sticks, colored numbers, colored rulers. The set contains prism sticks of 10 different colors and lengths from 1 to 10 cm. Sticks of the same length are made in the same color and indicate a specific 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.
Gaming technologies at preschool educational institution
Game is the leading type of activity most accessible to children; it is a way of processing impressions and knowledge received from the surrounding world. Already in early childhood, a child has the greatest opportunity in play, and not in any other activity, to be independent, to communicate with peers at his own discretion, to choose toys and use different objects, to overcome certain difficulties logically related to the plot of the game, its rules. In the game he develops as a personality, he develops those aspects of his psyche on which the success of his social practice will subsequently depend. Therefore, I believe that the most important task in pedagogical practice is to optimize and organize a special space in a preschool educational institution to activate, expand and enrich the play activities of preschoolers.
Relevance
The problem of the game has attracted and continues to attract the attention of many researchers: teachers, psychologists, philosophers, sociologists, art historians, and biologists. For example, in the studies of L. S. Vygotsky, A. N. Leontyev, A. V. Zaporozhets, D. B. Elkonin, play is defined as a leading type of activity that does not arise through spontaneous maturation, but is formed under the influence of social conditions of life and upbringing . The game creates favorable conditions for the formation of the ability to perform actions in the mental plane, for the implementation of psychological replacements for real life situations and objects.
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.
Her tasks:
1. Achieve high level motivation, a conscious need to acquire knowledge and skills through the child’s own activity.
2. Select means that activate children’s activities and increase their effectiveness.
But like any educational technology, gaming technology must also meet the following requirements:
1. Technological diagram – description of the technological process divided into logically interconnected functional elements.
2. Scientific base – reliance on a certain scientific concept of achieving educational goals.
3. Systematicity - technology must have logic, interconnection of all parts, integrity.
4. 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.
5. Efficiency – must guarantee the achievement of a certain standard of training, be effective in terms of results and optimal in terms of costs.
6. Reproducibility - application in other educational institutions.
Therefore, using gaming technologies in the educational process, I follow the principle of goodwill, try to provide emotional support, create a joyful environment, and encourage any inventions and fantasies of the child. I believe that only in this case will the game be useful for the development of the child and the creation of a positive atmosphere of cooperation with adults.
I try to organize the pedagogical process so that gaming technologies, like game moments, penetrate into all types of children’s activities: work and play, educational activities and play, routine moments and play.
My work experience shows that game moments play an important role in the pedagogical process, especially during the adaptation period. Starting from two to three years old, their main task is the formation of emotional contact, children’s trust in the teacher, the ability to see in the teacher a kind person, always ready to help (like a mother, an interesting partner in the game. I organize the first game situations frontally, so that no one the child did not feel deprived of attention. For example, these are games such as round dance “Loaf”, “Try, catch up”, “Easter cakes for Masha”, etc. Further, I include game situations like “What is rolling?”, “Who will roll the ball faster” - at the same time, organizing children into a game - competition.
Gaming activities perform various functions:
Entertaining (to entertain, inspire, arouse interest);
Communicative (mastering methods of communication);
Self-realization in the game;
Game therapy (overcoming various difficulties that arise in
other types of life activities);
Diagnostic (identification of deviations from normal behavior, self-knowledge during the game);
Corrections (making positive changes in the structure of personal
indicators);
Socialization (inclusion in the system public relations) .
The main features of the game are:
1. free developmental activity;
2. creative, improvisational, active character;
3. emotional side of activity;
4. presence of rules, content, logic and time sequence
development.
I use gaming technologies to develop children’s attention.
In children in preschool age there is a gradual transition from involuntary attention to voluntary. Voluntary attention requires concentration on a task, even if it is not very interesting. Therefore, it is necessary to develop children using play techniques.
For example, I offer a game situation for attention: “Find the same one” - you can ask the child to choose from several balls, cubes, figurines, toys “the same” (in color, size, like his. Or I offer the game “What’s wrong?” , deliberately making a mistake in their actions, and the child must notice it.
Using gaming technology helps me develop children's memory. These are games such as “Remember and name”, “What comes first, what comes next”, etc.
Gaming technologies also contribute to the formation of basic forms of thinking: visual-effective, visual-figurative and logical.
The inclusion of gaming techniques and methods in the educational process helps me with this. At the same time, the child learns to compare, highlight the most essential in objects and can carry out his actions, focusing not on the situation, but on figurative ideas. I form logical thinking in the process of teaching a child the ability to reason, find cause-and-effect relationships, and make inferences.
The use of gaming techniques and methods in non-standard, problem situations that require choosing a solution from a number of alternatives forms flexible, original thinking in children. For example, in classes to familiarize children with fiction(joint retelling of works of art or composing new fairy tales, stories) children gain experience that will allow them to then play games.
The integrated use of gaming technologies for different purposes helps prepare a child for school. Every play situation in which a preschooler communicates with adults and with other children is a “school of cooperation” for the child, in which he learns to both rejoice in the success of his peer and calmly endure his own failures; regulate their behavior in accordance with social requirements, and equally successfully organize subgroup and group forms of cooperation.
Experience shows that gaming technologies are closely related to all aspects of educational and educational work kindergarten and solving its main tasks. They are aimed at improving the quality of the pedagogical process by solving situational problems that arise during its implementation. Thanks to this, gaming technologies turn out to be one of the mechanisms for regulating the quality of education in kindergarten.
As one of effective types play therapy products are folk games with dolls, nursery rhymes, round dances, joke games. Their use in the pedagogical process not only implements the educational and developmental functions of gaming technologies, but also various educational functions: they introduce pupils to folk culture, traditions, cultivate tolerance and respect for different peoples. This is an important area of the regional component of the kindergarten educational program.
Gaming technologies have become an integral part of modern educational trends. Their skillful use by a teacher of a preschool educational institution (DOU) makes the lesson interesting for students, and also creates the necessary conditions to acquire new knowledge, skills and abilities in the leading form of activity for them - in the game.
What are gaming technologies in kindergarten
Play is important in a child’s life; it has the same meaning as activity, work, or service for an adult. What a child is like at play, so in many ways he will be at work when he grows up. Therefore, the education of a future leader occurs primarily in play.
Makarenko A. S., Soviet teacher and writer
The period of preschool childhood is unique in that it is at this age that a child absorbs information like a sponge and receives primary ideas about the world around him and his place in it. One of the most important forms of cognitive activity for a preschooler is play. This activity, properly organized by the teacher, contributes to the effective acquisition of information and skills by children, motivates them for independent research, and facilitates the socialization of students in the children's team.
Game-based pedagogical technology provides for the selection, development and preparation of games, the inclusion of preschool children in them, control of the progress of the game, summing up
The use of gaming technologies in classes at preschool educational institutions:
- makes the child more active;
- increases cognitive interest;
- develops memory, thinking and attention;
- promotes the development of creative abilities, the development of speech skills.
Material learned during play is stored in children's memory for a longer time. In addition, according to the Federal State Educational Standard, training is in the following form:
- develops logical and critical thinking;
- develops the skill of building cause-and-effect relationships;
- fosters a creative approach to solving assigned problems;
- encourages initiative;
- promotes physical development.
The importance of gaming technology lies not in making it a means of entertainment for children, but in making it proper organization make it a way of learning, an opportunity for self-realization of students and the disclosure of their creative potential.
Goals and objectives of gaming technologies
For the entire preschool period, the goal of gaming technologies can be formulated approximately the same way: to give the child the opportunity to live through childhood through play before enrolling in school, while developing knowledge based on motivation. However, the tasks can be specified based on age group students. The general tasks of gaming technologies, according to the Federal State Educational Standard, can be reduced to the following:
- Child's motivation. The process of teaching a preschooler in a playful way awakens interest in activities, makes him happy and turns the acquisition of knowledge into an entertaining journey into the world of new information and skills.
- Self-realization. It is through play that a child learns to explore his or her capabilities, take initiative, and make informed choices.
- Development of communication skills. In the game, a preschooler learns to communicate with peers and with adults, tries on the role of both a leader and a performer, trains to find compromises and get out of conflict, and develops speech.
- Game therapy. The game can rightfully be considered a proven way to relieve stress and overcome difficulties from different areas of life.
In the game, preschoolers learn to interact with peers and master new social roles
For pupils of younger groups (2–4 years), the main task of the teacher is to form an emotional connection between the child and the teacher, creating an atmosphere of trust and goodwill. In addition, at this age the foundations of a heuristic approach to children’s acquisition of knowledge are laid: it is play that activates the curiosity of preschoolers, encourages them to ask questions, and encourages the desire to find answers to them.
IN middle group(4–5 years old) gaming activities become more complex, games with rules, plots and distribution of roles appear. The teacher increasingly directs children’s search requests to external sources of information: instead of giving a ready answer to the question, he invites the children to play an exciting game and find the answer themselves. For example, during a walk, a child asks a question about where the street dirt comes from. The teacher advises pouring some water into the sandbox and making something. In this example, it is explained to a preschooler that dirt is formed by mixing sand/earth with water. This is the main importance of games with middle school students: to organize their learning while playing.
In the senior and preparatory groups (5–7 years old), the role-playing game becomes noticeably more complicated. Through well-known games such as “Mothers and Daughters”, “Shop”, “Hospital”, it is possible to implement tasks for children to master elements of the culture of work and life of adults, cultivate a sense of mutual understanding and respect for other people’s work, and teach the division of responsibilities.
Role-playing helps children understand the social importance of many professions and occupations
Without play there is not and cannot be 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. A game is a spark that ignites the flame of inquisitiveness and curiosity.
Sukhomlinsky V. A., Soviet teacher, writer, publicist
According to target orientations, the following types of games are distinguished:
- Didactic: broadening one's horizons, cognitive activity, formation and application of knowledge, skills and abilities in practice.
- Educational: nurturing independence and will, the formation of certain approaches, positions, moral, aesthetic and ideological attitudes; fostering cooperation, sociability, communication, and developing teamwork skills.
- Developmental: development of attention, memory, speech, thinking, imagination, fantasy, creativity, empathy, reflection, skills to compare, contrast, find analogies, come up with optimal solutions; development of motivation for learning activities.
- Socializing: familiarization with the norms and values of society, stress control and self-regulation, learning to communicate.
Gaming technology techniques
The techniques used in kindergarten are usually divided into 3 main groups:
- verbal;
- visual;
- practical.
The essence of the first is that the teacher must explain and describe all game actions to the children as clearly, brightly and colorfully as possible. The teacher pronounces the rules to the students in an accessible language without using cumbersome sentences and unclear words. When introducing children to games, the teacher can use riddles or short stories, introducing the plot of the game.
Visual teaching techniques are based on preschoolers’ visual perception of the world. Children literally live in a world of bright pictures, images, interesting items. To illustrate a story about games (as well as to demonstrate the game process itself), the teacher can use different means visualization: a video showing how children play, pictures, cards on which the rules are beautifully written, etc.
When performing a new game task, the teacher always explains and shows by example how and what to do
Practical techniques partly can be associated with visual ones. For example, children can express their impressions of games in crafts, applications and drawings. In addition, based on the results of the game, students can create a lapbook themselves with basic information about the rules of the game and what they learned while playing. Practical teaching techniques allow children to create props for future games themselves: sculpt fruits and vegetables, draw animals, make models of familiar surroundings.
Types of gaming technologies in preschool educational institutions
Pedagogical gaming technology should be considered as a system that covers some part of the learning process and has a common content and plot. The key difference from entertaining games is that a pedagogical game has a clearly formulated learning goal and a predictable result. As students grow older and their capabilities grow, gaming technology gradually includes:
- games and exercises that develop the ability to identify the main, characteristic features of objects, compare and contrast them (suitable for younger groups);
- groups of games to generalize objects according to certain characteristics (suitable for middle and older groups);
- groups of games, during which preschoolers develop the ability to distinguish real from unreal phenomena (suitable for senior and preparatory groups);
- groups of games that develop the ability to control oneself, speed of reaction to a word, phonemic awareness, ingenuity, etc. (suitable for senior and preparatory groups).
Exist different classifications games that a teacher can use in working with children.
Table: classification of games by the nature of the pedagogical process
| Types of games | Examples of games |
| Aimed at teaching and training, as well as generalization of what has been learned |
|
| Aimed at developing the child’s cognitive processes, as well as educating him | Games using Cuisenaire's counting sticks, Dienesh's logical blocks, and Voskobovich's square. |
| Developing the child’s creative abilities, as well as teaching him to work according to the model |
|
| Developing communication skills | "Guide for the Blind." Children are divided into pairs, in which one child closes his eyes, and the second leads him by the hand around the room, helps him examine various objects, and talks about the route of their movement. Then the children change roles. The game helps to establish contact and create an atmosphere of trust in the group. |
| Diagnostic games | Games can be used to diagnose not only knowledge and skills, but also various reactions and mental functions. For example, musical and outdoor games (“The sea worries once”) help track the level of motor coordination and attention development in students. |
Based on the type of activity, games are usually divided into:
- physical (motor);
- mental (intellectual);
- psychological.
Modern approaches to education and training are increasingly saturated with gaming technologies different kinds activities, and it is in the preschool educational institution that the child’s ability and desire to play is laid. For a maturing individual, in his increasingly complex activities, the elements of the game are not displaced, but only acquire new rules, conditions, components and contribute to the formation of the ability to solve increasingly complex problems. Thus, learning through play, which starts from preschool, modern approaches relevant throughout a person’s life.
It is important to use gaming computer technologies for educational purposes. The world does not stand still, and today the use of information technology innovations in educational institutions is becoming increasingly popular (although much here depends on the financial capabilities of the organization). Many computer games and online services have been developed to teach children writing, counting, and solving skills. logical problems and much more. For example, the educational service “By Warehouses” provides many free tasks for preschoolers.
An example of an exercise to develop speech and logic techniques: the child needs to determine which image best matches the proposed word
Video: communicative game “The sea is agitated once” with a detailed description
https://youtube.com/watch?v=3Xgn2RkK9fU Video can’t be loaded: Morning broadcast / Game “The sea is troubled once” (https://youtube.com/watch?v=3Xgn2RkK9fU)
Another type of gaming technology that cannot be ignored is problem-based gaming. A child is naturally curious; he is interested in experimenting and finding answers to his questions. This type of technology is most effective for children in the senior and preparatory groups, but such games are also available for younger preschoolers. The point is that the child is given a task that he can solve by completing the game, and thereby satisfying his cognitive interest. The preschooler should be given freedom in how to solve the problem, but the teacher should have a set of small tips that will help the young researcher get on the right path.
The "House" toy helps younger preschoolers develop fine motor skills, counting skills, and logical thinking.
For older preschoolers, within the framework of this technology, you can offer the game “Children's Clinic”. Her main goal is to show children how important the medical profession is.
Examples of problem situations:
- The child went to visit his grandmother in the village for a month. To go to kindergarten, he needs a certificate.
- To enter kindergarten you need a health certificate. Where can I get it? (In the hospital).
- Is this hospital for adults or for children? (For children).
- Such a hospital is called a “children's clinic.” Does it have one doctor or many? (A lot of).
- Which doctor can give a certificate? (Pediatrician).
- Is the hospital far away? (Yes).
- How do we get to it? (By bus).
- Which route number will we go on or any number? (On a specific one).
- Boarding the bus. There are a lot of people waiting at the stop. (Organization of queue for boarding).
- Checking tickets. One passenger on the bus did not pay for the ticket. (Clarification of relationships, explanatory work, issuing a fine).
- We arrived at the “Children's Clinic” stop. There is a large roadway in front of it. How to cross the road correctly? How do we get around the bus? (At the permissive color of the traffic light. We go around the bus from behind).
- There are many visitors in line to see a doctor. New arrivals take a turn. The queue got confused. (Clarification of relations between visitors, peaceful resolution conflict).
- The little child began to be capricious, running along the hospital corridor and screaming. (Conversation with the child, entertaining him by reading poems).
- The pediatrician cannot make the correct diagnosis. (Being examined by all medical specialists, taking tests, issuing a certificate to the kindergarten).
The use of gaming technologies in preschool educational institutions, working methods
Gaming technologies have one important feature: they can be used in any activity of students, be it educational activities, routine moments, leisure, household self-service, etc. The game is an indispensable element of any lesson in a preschool educational institution, regardless of whether it is conducted by a teacher or a specialist. The common thing here is that in order to effectively master the methods of working with gaming technologies, the teacher must not only be a professional in his field, but also have such personal qualities as friendliness, the ability to win over children, and create an atmosphere of trust in the group. After all, in the game, children should open up, receive a motivational impetus to explore new things, improve their knowledge and skills, and do this voluntarily, without the feeling that the game is being imposed on them. Let's consider the possibilities of using gaming technologies in different types of classes.
Gaming technologies in the work of a psychologist
Preschool age is an extremely important time for the formation of a child’s personality, and the participation of a psychologist in the educational process is necessary to ensure that the educational process meets the conditions of the Federal State Educational Standard for Preschool Education. The main task of a teacher-psychologist in a preschool educational institution is the development of the child’s personality. In the work of this specialist, the game performs the following functions:
- communicative, the child’s mastery of the ability to communicate;
- game therapy, helps to overcome difficulties;
- diagnostic, helps to identify deviations from normal behavior, and also contributes to the process of self-knowledge of the child during the game;
- social, helps the child learn social norms and join the system of social interaction;
- correctional, which is expressed in positive changes in personal indicators (kindness, responsiveness, honesty, etc.).
Playing with sand helps preschoolers overcome their fears, relax and become more self-confident
The tactics of a psychologist’s work with a preschool educational institution student should be structured so that the child in the game can reproduce those actions and situations that are the object of his concern (for example, problems in the family). In the article by Shvedovskaya A. A. Game as a diagnostic tool in psychological counseling, you can get acquainted with an interesting study that will be useful to educational psychologists in preschool educational institutions for practical application. Also, an interesting card index of games was compiled by educational psychologist from St. Petersburg M. A. Sukhanova.
Gaming technologies in the work of a speech therapist
This could be the dinosaur Zvukhoozhka, the bear Umka who can play the drum, a donkey playing the balalaika, a doll that tells children about parts of the body, a little squirrel who is looking for friends, an old man and an old woman from a fairy tale, etc. Almost always, these toys immerse children in some kind of - a fairy-tale or game situation where children must help the heroes or invite them to play, teach them what the children themselves are learning. At the end of the session they thank them for their help. This game situation cultivates the moral feelings of children; they not only learned to pronounce any sound, but also helped Umka learn his favorite sound U, etc.
Yagolnik A. A. Game technologies in the work of a speech therapist
https://kopilkaurokov.ru/logopediya/prochee/ighrovyie_tiekhnologhii_v_rabotie_loghopieda
Video: game techniques in the work of a speech therapist
https://youtube.com/watch?v=R_O3aJ2pbDw Video can’t be loaded: Game techniques in the work of a speech therapist. (https://youtube.com/watch?v=R_O3aJ2pbDw)
Gaming technologies in the work of a defectologist
In the classes of a special education teacher, play is also an integral part of learning activities. It helps to diagnose children's disorders: significant conclusions about a child's health can be drawn by observing his behavior in play, attitude towards toys and other children. For the intellectual development of a child, the ability to follow rules, use various toys for their intended purpose (and come up with new possibilities for them), and in older preschool age - the ability to play a given role and build a game plot are extremely important. It is desirable that in the speech pathologist’s office there are opportunities to use elements of Montessori pedagogy: games for the development of sensory perception of the properties of objects (color, shape, size, etc.), games for the development of visual and auditory analyzers, games simulating the performance of labor functions, construction games with a plot, etc.
Characters from the fairy tale “Kolobok” can be assembled from a construction set while studying the topic of domestic and wild animals
Video: game techniques in working with “non-speaking” children
https://youtube.com/watch?v=OROmbj6Qwjw Video can’t be loaded: Game techniques in working with “non-speaking” children (https://youtube.com/watch?v=OROmbj6Qwjw)
Game technologies on ecology in kindergarten
Environmental education in working with preschoolers has become extremely important after the advent of the resolution “On environmental education of students in educational institutions Russian Federation" Particularly interesting here are role-playing games, which help older preschoolers develop an understanding of the social importance of caring for the environment. For example, the game “Building a City”, as a result of which preschoolers come to the understanding that any construction is possible only if environmental standards are observed.
The play set allows children to form urban environment, think over the location of objects, and also come up with adventures for the residents of the town
For older preschoolers, quiz games are interesting, allowing them to demonstrate knowledge about ecology, in which the element of competition is a motivational incentive for activity. They also matter more didactic games“Who lives where” and “Who has what house” (about ecosystems and habitats), “What comes first, what comes next” (about the stages of development of living organisms), “What’s wrong in the picture” (about the rules of behavior in nature).
In my practice, the game “Help the baby return home” showed interesting results. Purpose of the game: to develop children's knowledge about the habitats of various animals. Game condition: the animal finds itself in a habitat that is foreign to it. Children must choose cards with those creatures for which this environment is native, so that they help the baby. You cannot select the same cards more than once. For example, a puppy ended up in a river. Who is this habitat native to? Children choose pictures from different types freshwater fish (pike, ruff, crucian carp). The game was offered to a preparatory group of children. An interesting observation was that many of the children showed sympathy and sympathy for the child who had found himself in a strange environment and were worried about his return home.
Gaming technologies in patriotic education
Fostering love for the Fatherland is one of the significant tasks in the education system. For preschoolers, this feeling manifests itself in cognitive interest in national holidays and traditions, respect for the culture of their country, and the desire to cherish the achievements and values of their people. To do this, you can use didactic games to learn folklore, study the history of your street and city, as well as the nature of your native land.
We spent with older preschoolers interesting game“Assemble the Coat of Arms of St. Petersburg from fragments” to consolidate knowledge about the symbols of the city and develop logical thinking. The picture consisted of 16 pieces. At the end of the gathering, the children had to briefly describe in words the elements of the coat of arms and talk about their meaning.
Part of the patriotic education of preschoolers is the holding of creative, theatrical and intellectual events dedicated to important dates in Russian history.
Video: theatrical production “At a halt” for the holiday of May 9
https://youtube.com/watch?v=DgOB5zPplAc Video can’t be loaded: Theatrical performance At the rest stop MADOU 364 (https://youtube.com/watch?v=DgOB5zPplAc)
Gaming technologies in theatrical activities
It is theatrical activities in kindergarten that most organically incorporate elements of play; moreover, they consist almost entirely of play. The use of theatrical and gaming technologies in teaching preschoolers largely serves to develop their communicative competence, imagination, the ability to recognize and control your emotions. Theatrical activities in kindergarten can be expressed in:
- watching performances and talking about them;
- children's participation in dramatization games;
- short skits to reinforce the material at the end of the lesson;
- individual exercises to develop the expressiveness of performance.
Staging a fairy tale helps children not only better remember the content, but also feel the emotions and character of the characters.
Video: musical and theatrical activities in kindergarten
https://youtube.com/watch?v=uqQgvymLr3o Video can’t be loaded: Musical and theatrical activities in kindergarten (https://youtube.com/watch?v=uqQgvymLr3o)
Conducting classes using gaming technologies in preschool educational institutions
The duration of a lesson in kindergarten depends on the age of the pupils and can range from 10–15 minutes in younger groups to 25–30 minutes in older and preparatory groups.
Lesson time plan
For all types of continuous educational activities (CED), the time plan of the lesson can be divided into 4 main blocks:
- Introduction (up to 3 minutes). At this stage, you can use toys or short games as a motivational start to the lesson. The motive of helping is well suited: the teacher gives the task to the children on behalf of a toy or a fairy-tale character who finds himself in a difficult situation. For example, at the beginning of an art class, Ivan Tsarevich comes to the children and tells them that he needs to get a wonderful bird, but he has no idea what it looks like. The children must help him find her. Next, the teacher will ask you to look at pictures of birds depicted in different styles painting and draw them yourself. Another example: in a lesson on the topic “Pair” (the goal is to clarify children’s understanding of the concept of a pair as two objects that have general signs) children are invited to help the doll Masha get ready for a walk. The teacher displays pictures on a slide with one sock, one mitten, one shoe and asks the children what is missing for Masha to go for a walk. Kids need to guess that the objects depicted are missing a pair.
- Main block (up to 15 minutes). When presenting new material, you should also not neglect games. During a speech development class, you can give students preparatory group task of making words from chips with letters. Also, short games should be used during physical education minutes to warm up (for example, finger games or the outdoor game “Third Odd”).
- Consolidation (up to 10 minutes). Thanks to a variety of games to practice the learned skill, the lesson material is much better remembered in the child’s memory. For example, for a preparatory group, the game “Counting Down” is well suited for a lesson on the formation of elementary mathematical concepts: children stand in a circle, the teacher throws a ball to the child, while calling out a number (for example, 10). This child must name the number one less and pass the ball to another student.
- Conclusion (up to 2 minutes). At the stage of summing up the results of the lesson, it is important to praise the children for their activity and curiosity, talk about the results of the games, and paste encouraging stickers into the children’s achievement diaries (if they are kept), because for preschoolers this largely replaces assessment through the game form.
At the end of the lesson, you can perform a gaming ritual of friendship, which helps to unite the students
Table: example of a lesson plan on gaming technologies “Let’s help the gnomes” in the middle group (fragment)
| Author | Zakharova N., teacher at MADOU DSKN No. 6, Sosnovoborsk, Krasnoyarsk Territory. |
| Target | Generalization of acquired knowledge on FEMP. |
| Tasks |
|
| Progress of the lesson | Work attitude exercise “We stand hand in hand...”. Children stand in a circle, holding hands.
|