Seminar “Modern gaming technologies in preschool educational institutions”
Game technology consistently includes games and exercises that form one of the integrative qualities or knowledge from the educational field. But at the same time, gaming material should intensify the educational process and increase the efficiency of mastering educational material.
The main goal of gaming technology
— creation of a full-fledged motivational basis for the formation of skills and abilities of activity, depending on the operating conditions of the preschool institution and the level of development of children.
Objectives of gaming technology
:
To achieve a high level of motivation, a conscious need to acquire knowledge and skills through the child’s own activity.
Select means that activate children’s activities and increase their effectiveness.
But like any educational technology, gaming technology must also meet the following requirements:
Technological diagram is a description of a technological process divided 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 costs.
Reproducibility - application to other educational settings.
Gaming technologies are closely related to all aspects of the educational work of a kindergarten and the solution of its main tasks.
Gaming technologies give the child: the opportunity to “try on” the most important social roles; 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 Importance of Gaming Technology
not that it is entertainment and relaxation, but that with proper guidance it becomes: a way of learning; activities for the realization of creativity; method of therapy; the first step in the socialization of a child in society.
The educational and educational value of the game depends 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.
At the present stage, gaming activity as an 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)
; as part of the educational program formed by the preschool educational institution team.
Gaming technologies in preschool education
Game technologies in preschool education
Author: Karlovskaya Lyudmila Mikhailovna – Russian Federation, Belgorod, Municipal budgetary preschool educational institution, combined kindergarten No. 23, Belgorod.
Author : Karlovskaya Lyudmila Mikhailovna — Russian Federation, Belgorod, Municipal budget preschool educational institution kindergarten of the combined type No. 23 of Belgorod.
Abstract: this article examines the role of gaming technologies in the educational process and upbringing of preschool children, as well as the features of managing children's play.
Abstract: this article examines the role of game technologies in the educational process and upbringing of children and the features of the management of children's play.
Key words: gaming technologies, toys, creative play, game management.
Keywords: game technologies, toys, creative game, game management.
One of the main principles of the federal state educational standard for preschool education is supporting the diversity of childhood, preserving its uniqueness and intrinsic value as an important stage in the overall development of a person, understanding childhood as a period of life that is significant primarily because of what is happening to the child now. Great opportunities for the successful implementation of this principle lie in play, the leading form of children’s activity in preschool age. Skillfully managing the game, the teacher uses it as a means of mental, moral, labor, aesthetic and physical education, and forms the child’s value system. Through play, a child enters the world of adults, masters spiritual values, and assimilates previous social experience.
The purpose of gaming technology is to create conditions for a child to understand the world around him, develop his thinking, feelings, will, form relationships with peers, as a result of which his self-esteem and self-awareness develop.
In the game, everything is conditional, everything is make-believe - actions, roles, place: the child only needs to draw a line to designate a ditch, a street, etc. The game, on the one hand, allows children to realize their desires and interests, and on the other hand, helps them to join the most various areas of adult life. An important feature of the use of gaming technology is that while playing, the child gets the opportunity to better understand and assimilate the meaning of human actions and relationships, and navigate subject conditions.
At the same time, the practice and research of many teachers and psychologists show that the ability to develop play in a child develops very slowly if he spontaneously discovers and adopts methods of play behavior. The formation of gaming skills occurs more successfully under the condition of purposeful guidance of the game, in joint play between the teacher and the children, as well as in the process of demonstrating to adults examples of gaming behavior.
To achieve a successful result from the use of gaming technology, it is necessary, first of all, to understand how the teacher should carry out the functions of managing the game, what pedagogical means to use?
The plot in the game is the basis on which an adult builds his targeted influences. But since the formation of the game occurs gradually, the plot is used differently, depending on the stages of the game and the age characteristics of the children.
In the formation of a game, three main stages can be distinguished: the assimilation of conditioned actions with toys and substitute objects; the assimilation of role behavior (role relationships and interactions); the assimilation of methods of constructing a plot.
At the first stage, the adult, directing the game, places special emphasis on the game action, highlights it and through it includes the child in joint activities.
At the second stage, the main task is to transfer methods of role behavior to children. Using a situation of joint play with children or staging a certain game plot, the teacher gradually develops in them the ability to correlate the name of the role with a certain set of actions and attributes and also, which is very important, identifies different “sets” of roles, different types of relationships between different role positions. According to such tasks, the teacher selects the plot of the game, complicating it as the children master the relevant skills. At this stage, it is also important to develop in children the ability to perform 2-3 roles sequentially within one plot.
At the third stage, the main pedagogical task is to develop in children the ability to construct a game plot. To solve this problem, the adult organizes this type of joint game with the children, the main content of which is the process of inventing various plot collisions, including interconnected events, roles, and situations. At the same time, he relies on the children’s existing knowledge, teaches them to combine them in various ways, fantasize, and imagine.
One of the pedagogical means that stimulate children's independent play is toys. Toys are especially important at different stages of early and early preschool childhood, where the object-based play environment acts as a starting point for children's independent play. To stimulate a child’s first independent games, two or three toys that have an open semantic connection with each other are enough; as they master the methods of play activity, the organization of the object-play environment becomes more complicated due to an increase in the number of toys and the introduction of play items with different purposes.
Children's independent games at the second stage of development of play activity are guided by supplementing object-shaped toys with so-called role-playing paraphernalia, which facilitates the choice and acceptance of roles and their designation in the game.
The significance of toys for promoting independent play by children of senior preschool age is also specific. If in the play of children the subject situation determines the plot, then older preschoolers themselves construct the subject-game situation depending on the chosen topic and the intended course of the game, subordinating it to the game plan.
The use of creative play technology is of utmost importance for the comprehensive development of a child’s personality. Through playful actions, children strive to satisfy an active interest in the life around them and at the same time create their own combinations of various life situations, where they seem to transform into adults, into heroes of works of art, into animals. Thus creating a playful life, children believe in its truth, are sincerely happy, sad, and worried.
A child of preschool age is characterized by a need for figurative comprehension of perceived events and phenomena. While playing, he does not simply limit himself to displaying what he sees, but embodies his aspirations, relationships and dreams.
The richness of the concept and the effectiveness of the means of implementation in each game depend on the children’s life observations, supplemented by literary and artistic images, which help children move from direct imitation to creative reproduction of game plans. For the idea of a game to emerge, vivid, exciting impressions are needed for the child. However, a child cannot always realize a plan in a game, since he does not yet have the necessary skills and abilities to plan his actions. A teacher should teach him this.
Creative play teaches children to think about how to implement a particular idea. In creative play, like no other activity, qualities that are valuable for a future student are developed: activity, independence, self-organization. The teacher must use children's invention and fantasy in order to develop their creativity, and, at the same time, help them better understand the life around them. With the help of games, one can achieve great success in educational work with children, provided that the game is included in the holistic pedagogical process and is the leading link in the organization of children's life.
In order to achieve high results when implementing creative play technology, the teacher needs good knowledge of the structure of the game, its features, its role in the pedagogical process, and a variety of management techniques.
In the future, an important feature of the game, which teachers use in their work, is that game moments penetrate into all types of children’s activities: work, educational activities, everyday household activities associated with the implementation of routine moments.
The integrated use of gaming technologies for different purposes helps prepare children for school. From the point of view of the formation of motivational and emotional-volitional readiness for school, each play situation of communication between a preschooler and adults, with other children, is for the child a school of cooperation, in which he learns to enjoy successes and endure defeats, and regulate his behavior in accordance with social requirements.
Thus, the game is closely connected with all aspects of the educational work of the kindergarten; its use is aimed at developing the mental, moral, labor and aesthetic education of the child.
Bibliography:
1. Kalinichenko A.V., Miklyaeva Yu.V. Development of play activity of preschoolers: Methodological manual. // Iris-press., M.: - 2004.
2. Wenger L.A. Mental development in play and preparing children for school. // Enlightenment., M:. -1991.
3. Radvil G.I. Children's games and the development of children's creativity // Bustard., M:. 2002.
List of references:
1. Kalinichenko AV, Miklyaeva Yu. V. Development of play activity of preschool children: A methodological guide. / 2. Wenger
LA Mental development in the game and preparation of children for school. // Prosveshchenie., M: -1991.
3. Radvil GI Games of children and the development of children's creativity // Bustard., M:. 2002.
Gaming technologies in working with children of the younger group
Tatyana Chukhareva
Gaming technologies in working with children of the younger group
Gaming technologies in working with children of the younger group.
“The game is a huge bright window through which
a life-giving stream flows into the child’s spiritual world
ideas, concepts about the world around us"
(V. A. Sukhomlinsky)
Preschool age is a bright, unique page in the life of every person. During this period, the process of socialization begins, the child’s connection with the leading spheres of existence is established: the world of people, nature, the objective world. Children are introduced to culture, to social values, and the foundation of health is laid. This is the time of the initial formation of personality, the formation of the foundations of self-awareness and individuality of the child.
For young , the leading activity is play.
Using gaming technologies in the educational process, I use goodwill a lot, try to provide emotional support, create a joyful environment, and encourage any invention and fantasy of the child. 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.
Game moments.
At first I used gaming technologies as gaming moments . Game moments are very important in the pedagogical process, especially during the period of adaptation of children in a child care institution. Working with children two to three years old, my main task is to develop emotional contact, children’s trust in the teacher, the ability to see in the teacher a kind person, always ready to help, an interesting partner in the game. So that no child feels deprived of attention, I use frontal game situations . These are games like “Round Dance”, “Catch-Up” and “Blowing Soap Bubbles”. In the future, I strive to ensure that playful moments penetrate into all types of children’s activities: work and play, educational activities and play, everyday household activities related to the implementation of the regime and play. Since I understand that play is the most accessible type of activity for 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.
Gaming technologies aimed at developing perception.
I try to develop psychological processes in children. For example: I use a game situation - “Who will roll their figurine to the toy gate faster?”
involving children in a fun game - competition.
Such figures can be a ball and a cube, a square and a circle. Children conclude that sharp corners prevent the cube and square from rolling: “The ball rolls, but the cube does not.” Then we fix this by drawing a square and a circle. Such gaming technologies are aimed at developing perception.
Gaming technologies aimed at developing attention. gaming technologies to develop attention. young children, there is a gradual transition from involuntary attention to voluntary attention. Voluntary attention presupposes the ability to concentrate on a task, even if it is not very interesting, but this must be taught to children, again using play techniques . For example, a game situation for attention: “Find the same object” - I invite the child to choose from 4-6 balls, cubes, figures (in color, size, toys “the same” as his. Or the game “ Who is the odd one out?” »
, where an adult deliberately makes a mistake in his actions (for example, draws leaves on a snow-covered tree, and the child must notice it. The game
“Find the same object?”
The game
“Who is the odd one out?”
Game technologies aimed at developing memory. Game technologies help , like attention, gradually becomes voluntary. Games like “Shop”, “Remember the picture” and “Draw as it was before” and others will help children with this.
Game
“Remember the Picture”
Gaming technologies contribute to the development of a child’s thinking.
As we know, the development of a child’s thinking occurs when he masters three main forms of thinking: visual-effective, visual-figurative and logical.
Visual-effective is thinking in action. It develops in the process of using gaming techniques and teaching methods during the implementation of actions, games with objects and toys. Figurative thinking - when a child has learned to compare, highlight the most essential in objects and can carry out his actions, focusing not on the situation, but on figurative ideas. Many didactic games are aimed at developing imaginative and logical thinking.
Educational games:
“Find the animal?”
,
“Vegetables and fruits”
,
“What first, what then?”
Logical thinking is formed in the process of teaching a child the ability to reason, find cause-and-effect relationships, and make inferences. By developing children's creative thinking and imagination, using gaming techniques and methods in non-standard, problematic situations that require choosing a solution from a number of alternatives, children develop flexible, original thinking. For example, in classes to familiarize children with fiction: joint retelling of works of art or composing new fairy tales, stories), pupils gain experience that allows them to then play make-believe games, fantasy games. Gaming technologies provide me with great assistance in organizing direct educational activities . By using games and play exercises, I ensure that children are interested in the perception of the material being studied, I attract them to mastering new information, and I make play tasks . I love that the game always requires children to be mentally and physically active. Game educational technologies allow my students to more easily perceive informative material, captivating them during educational activities. The knowledge acquired in this way is well absorbed by children .
Practical application of gaming technologies in the younger group .
In practice I use the following gaming technologies :
— game situations (during GCD and during restricted moments)
;
— surprise moments (during GCD and during special moments)
;
— acquaintance with a new toy (practical examination, manipulative and plot play-out)
; - an element of the presence of a favorite toy during restricted moments and during GCD.
I was convinced that gaming technologies combine well with the Theory of Inventive Problem Solving (TRIZ)
.
Since the educational level of my students is not yet high (due to their age, I use individual TRIZ elements
my work - solving various problem situations (in a playful way )
.
This helps me to intensify the cognitive activity of children, creates motivation for creativity (while working together with the teacher), develops mental activity, helps kids master figurative speech, and teaches the correct construction of sentences.
In the modern world, the upbringing and education of our children becomes impossible without the use of information and communication technologies . In direct educational activities, in order to better assimilate and consolidate the educational material offered to my students, I use:
- listening to children's CDs (songs, relaxation music, sounds of nature)
;
— watching cartoons (educational and entertaining)
.
to this technology is the fairly easy presentation of visual material and how quickly children the necessary information.
Using the above technologies in my work , I came to the conclusion that only their systematic and rational use, as well as their integration both in educational activities and in various regime moments, determines the development in children of curiosity and the ability to independently solve assigned problems in various types of activities.
Conceptual foundations of gaming technologies
The conceptual foundations of gaming technologies in the preschool period are:
- The psychological mechanisms of gaming technologies are the foundation of the child’s personality needs for self-expression, self-determination, self-regulation, self-affirmation and self-realization.
- Gaming technologies allow each child to project their own psychogenic behavior onto specific life situations.
- Play is one of the unique methods of child socialization. It allows you to learn rules of behavior and generally accepted norms from early childhood.
- The game promotes the development of personal freedom in the imagination. Serves as the first school of a child’s life.
- The ability to engage in a game is not related to age, but at each age the game has its own characteristics.
- The content of children's games develops and becomes more complex in accordance with the age of the child. The games don't just become more complex, they meet the age-related needs of children.
- The leading activity of each age period is important in gaming technology. This is due to the fact that for each age the game must have specific content, in accordance with the mental development of the child.
