The use of socio-game technology in classes at preschool educational institutions

The use of socio-game technology in classes at preschool educational institutions

• February 6, 2013

Competition “My Pedagogical Initiative - 2012”
Nomination “Methodological work in preschool educational institutions”

“We do not teach, but create situations where their participants want to trust each other and their own experience, as a result of which the effect of voluntary learning, training and teaching occurs” V.M. Bukatov.

The game benefits the overall development of the child: it stimulates his cognitive interests, activates intellectual and creative abilities, gives children the opportunity to assert themselves and realize themselves, and helps to compensate for the lack of communication.

Incorporating a game into a lesson is not easy. There are contradictions between educational and gaming activities, which teachers inevitably encounter when introducing gaming teaching methods into the outline of the lesson.

Social gaming technology helped increase the educational potential of the activity. Socio-game technology directs the teacher to find ways to communicate with children in which coercion gives way to passion.

The meaning of socio-game pedagogy is group-game pedagogy. Any children's game should be carried out in an atmosphere of mutual understanding, an agreement on the “right” to make mistakes and the “responsibilities” of hearing and seeing others. The teacher must remember that adults and children have the same right to make mistakes.

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

To achieve the goal, I identified the following tasks :

1. Develop in children the skills of basic self-control and self-regulation of their actions and relationships with others.

2. Develop the individuality and intelligence of children.

3. Develop in children the skill of coordinated work.

Conditions for using social gaming technology:

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

2. Development of a long-term plan.

3. Compliance with options for dividing into groups.

4. Combination of training with motor activity and change of scenery.

5. Change of tempo and rhythm.

6. Use of games of a varied nature.

In my work I use different methods of activating mental activity:

I. Methods that increase cognitive activity.

II. Methods that cause emotional activity.

III. Methods that promote interconnection between different activities and areas.

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

Properly selected task games help increase children's motivation to acquire new knowledge.

Sequence of introduction of games:

A game for a working mood - “Shadow - shadow”, “Stand on your fingers”, “I’m standing, looking at someone”, “Flying - not flying”, etc.

Warm-up games – “Clockwork Men”, “Giant Dwarfs”, etc.

Games of a socio-game nature - “Compliment”, “Make a Word”, “Living Alphabet”, etc.

Games of creative self-affirmation - “Bravo”, “Story scenes”, “Animals”, etc.

Free games that require movement - “We won’t tell you where we were, but we’ll show you what we did,” etc.

The social gaming technique involves the integration of areas. This gives a positive result in the field of communication, cognition, emotional-volitional sphere, more intensively develops the intellectual abilities of children compared to traditional education, and promotes speech, artistic, aesthetic, social, and physical development.

As a result of the use of socio-game technology in working with preschoolers, the following results :

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

We try to maintain friendly relations between children, do not interfere with the exercise of independence, and create conditions for children to communicate with each other.

Presentation

Author: Galina Petrovna Duryagina, teacher of the highest qualification category of MBDOU No. 24 of a combined type, the city of Monchegorsk, Murmansk region, 26 years of teaching experience, awarded the badge “For personal contribution to the development of the education system of Monchegorsk.”

MAGAZINE Preschooler.RF

State budgetary preschool educational institution kindergarten No. 1 of the Kolpinsky district of St. Petersburg

Compiled by: senior teacher Shumakova Galina Anatolyevna October 2013

I would like to start our meeting today with a quote from Vyacheslav Bukatov, the author of the book “Shishel-myshel, he took it and left” , on socio-game technologies: “It’s not so much innovation (which for educators are often a “pig in a poke” ), as are the most well-known and tested “old-fashioned methods” . And socio-gaming technologies can become such methods.”

In accordance with the federal state educational standard, the educational program of preschool education must be based on age-appropriate forms of work with children. The main form of work with preschool children and the leading activity for them is play.

“socio-game style” itself appeared in 1988. In 1992, an article appeared in the Teacher’s Newspaper entitled “Freestyle or chasing 133 hares,” where the author, relying on materials from supporters of socio-game pedagogy (E.E. Shuleshko, A.P. Ershova, V.M. . Bukatov), ​​describes the organization of activities with children as games between microgroups (small societies - hence the term “socio-game” ) and simultaneously in each of them.

"Socio-game pedagogy has a tricky style" . It “is to direct the lesson in such a way that the heart of both yourself and all participants rejoices. Any live work can be called work in the socio-game style...”

Socio-game technology is games and activities for children in small groups that allow the child to determine the purpose of his actions, look for possible solutions, and demonstrate independence in solving problems that arise.

Differences between traditional and socio-cultural pedagogy:

Socio-game pedagogy Traditional pedagogy

The ability to act at the pace of general work, to hear and see others, to provide timely support to a friend in a game, in a lesson, to be able to bring the matter to the expected result. Pupils are isolated from each other, crushed by the requirements of the programs

The teacher and the pupil are partners (subject - subject relations) Dictate of the teacher (subject - object relations)

Development of independence Obedient repetition of formulations

Absence of discreteness in the work of a teacher (didactic knowledge is not divided into parts, but intertwined with each other) Presence of discreteness - didactic knowledge is divided into parts (principles, methods, techniques and results)

An activity-game is life between microgroups (small societies - hence the term “socio-game” ) The activity does not in any way encourage free creativity and play

Play is constantly present in a child’s life, not only in kindergarten, but also in elementary school lessons. The child should first of all acquire new knowledge (activities) and only play if he has free time.

Equality between children and adults is the basis of the socio-game approach. An adult and a child have the same right to make mistakes. The activities of teachers are very declarative: the adult is always right and the child should not argue with him, defending his point of view

The essence of socio-gaming technologies can be revealed in the 6 most basic rules and conditions:

Rule 1: work in small groups or, as they are also called, “peer groups” .

It is optimal for productive communication and development to unite in small groups at a younger age in pairs and triplets, at an older age 5-6 children. The main thing in the activity is the “child-child” , and not “teacher-child” , since one of the most intense, trusting and fruitful forms of relationships between people is the relationship between peers. An adult proposes something to a group of equals, and children know how to organize themselves so that there are no those who did not succeed and those who have already done everything a long time ago. Every child here feels skillful, knowledgeable, and capable. Activities of preschoolers in small groups are the most natural way to develop cooperation, communication, and mutual understanding. Children know how to empathize with each other, provide support, and feel responsible for each other. In groups, children learn to talk, listen to others, remember, develop imagination, reaction speed, and the ability to jointly complete any task. The emotional, mental, and contact spirit of each child is activated. The process of dividing into groups itself is an interesting, exciting game and contributes to the emergence of friendly relations between children and the ability to come to an agreement.

Rule 2: “Change of leadership” . It is clear that work in small groups involves collective activity, and the opinion of the entire group is expressed by one person, the leader. Moreover, the children choose the leader themselves and he must constantly change. But what to do when someone constantly strives to be a leader, but someone does not want to be one? From work experience, we can say that a child who does not want to be a leader still becomes one several times during the year, and children who are leaders often give up their positions to less active peers.

Rule 3: training is combined with physical activity and a change of scenery, which helps relieve emotional stress. Children not only sit, but also stand up, walk, clap their hands, and play with a ball. They can communicate in different parts of the group: in the center, at tables, on the floor, in their favorite corner, in the reception area, etc.

Rule 4: Change of tempo and rhythm. Time limits, for example, using hourglasses and regular clocks, help change the pace and rhythm. Children develop an understanding that every task has its own beginning and end, and requires a certain concentration.

Rule 5 – socio-game methodology involves the integration of all types of activities, which meets modern requirements. This gives a positive result in the field of communication, socialization, emotional-volitional sphere, more intensively develops intellectual abilities, promotes speech, cognitive, artistic, aesthetic, and physical development. Learning takes place in a playful way, for this you can use various games that develop attention, phonemic hearing, thinking, and the ability to interact with each other: “Listeners” , “Relay Race” , “I am not responsible for myself” , “Magic Wand” , “Cities with the unprecedented” , etc.

Rule 6: orientation to the principle of polyphony: “You chase 133 hares, you look and catch a dozen . It is more interesting for a child to acquire knowledge together with his peers, and he is more motivated. As a result, all children discover new knowledge, only some more, some less. And the teacher will need to remove the frank manner of teaching and replace it with the manner of listening and hearing children, trusting them. Help at their request, and not at will, give them the right to study on their own. Don’t be the initiator of everything, but complement the children’s initiative with your own initiative. Let unexpected improvisations arise “at every step . And it doesn’t matter if something turns out to be unrealized. This is not an indicator of pedagogical inability. On the contrary, it is an indicator of pedagogical skill.

Using the “golden” rules of socio-game technology, children learn:

• listen and hear each other, express your opinion, negotiate, come to agreement;
• children develop speech interaction;
• a positive attitude towards the surrounding world, other people, oneself, and peers is formed;
• children are able to defend their position, argue reasonably and kindly with adults, the teacher and children become closer;
• there is no feeling of fear for making a mistake.

Socio-game technology contributes to:

• Realization of children's needs for physical activity.
• Maintaining mental health.
• Overcoming indecisiveness and uncertainty in timid children.
• Formation of independence, initiative, and communication skills in preschoolers.
• Increasing the level of cognitive and creative abilities.

Classification of games with a social gaming orientation:

• games for work mood
• warm-up games
• social gaming games
• creative self-empowerment games

- freestyle games.

1. Games for the work mood.

The main task of the games is to awaken children’s interest in each other, to place the participants in the game in some kind of dependence on each other, ensuring a general increase in the mobilization of attention and body.

In the process of such games, it is easier for children to overcome fear, hostile wariness, resolve scandalous disputes and reluctance to play together and engage in activities in general.

2. Warm-up (discharge) games.

Games in this group are united by the principle of accessibility, an element of competition and funny, frivolous winnings. Games are dominated by the mechanism of active and psychologically active recreation.

3. Games of socio-game involvement in the business.

Used in the process of assimilation or consolidation of material. If children learn to distinguish, remember or systematize something, then they will learn this in the process of completing the game tasks that make up this group.

4. Games of creative self-affirmation.

When performing these games, the artistic and performing result of the action is taken into account more.

5. Freestyle games.

Playing these games requires space and freedom of movement, i.e. they cannot always be done in a group.

Revealing the content of socio-game technology, we tried to show its relevance today in working with preschoolers. And for the practical applicability of the “golden rules” of socio-game technology, we invite you to spend a little time in the role of children and play.

The first game is called "Radio" .

Goal: development of sustainable interest in a peer.

Procedure: Children playing sit in a semicircle so that they can clearly see each other. According to the counting rhyme, a driver is selected (for the first time there may be a teacher), he chooses one of those sitting to describe him and turns his back to them and says into the microphone : “Attention! Attention! A girl (boy) got lost... (gives a description of one of the children). Let her (he) approach the announcer . All children determine by description who they are talking about. Then the role of announcer is played by the child who was described.

This game will help children establish contact with each other in a team, will promote the ability to listen to the opinions of others, and form a positive attitude towards peers.

The next game is called "Suitcase" .

Goal: developing the ability to establish positive relationships with other people.

Progress: In order to play this game, we need to split into two teams. For this, I have cut pictures, each take one fragment of the picture for yourself. Your task is to collect a picture and find your place in the team.

Next, the teacher offers the children an imaginary situation: they are going on vacation without adults. The day before, you pack your suitcase yourself. In order not to forget anything, you need to make a list of what you need and what will help you quickly get to know other children. The list must be compiled using diagrams, drawings, and icons.

Teams need to prepare materials, discuss and sketch what they need to take for the trip. 10 minutes are allotted for this (an hourglass is set). After the time has passed, the presenter suggests exchanging lists - sketches and guessing what the other team is taking with them on the trip.

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

I suggest playing another game “Gifts” .

Goal: development of empathy, creativity in communication, the ability to anticipate the desires of another, to assert one’s positive “I” .

Progress: In order to start playing this game, you need to split into two teams. To do this, I propose to stand in a semicircle according to the numbers of the houses in which you live, in ascending order (the players stand up), and now calculate for an apple - an orange. All the “apples” stand in the inner circle, and all the “oranges” in the outer circle. Children form two circles and move to the music, in a circle, in opposite directions. At a signal, they stop, join hands with a peer standing opposite and turn to face each other. Assignment: First, children from the outer circle think to themselves what they would like to receive as a gift, and children from the inner circle guess. If the child guesses, the guesser gives him his token; if not, the guesser gives him the token. Each player has 3 tokens. We play 3 times, then count the tokens.

Today, at our meeting, we tried to introduce you to socio-gaming technology and at the end of our meeting, I would like to hear your opinions, suggestions, wishes, comments. (Meeting participants express their attitude to the presented material).

Questions for reflection:

1. What distinguishing features of socio-game technology from traditional forms of working with children have you noted?
2. Have you become interested in using social gaming technology in practice?

At the end of the meeting, participants receive reminders with the “golden” rules of socio-game technology.

Classification of games and formation of groups

Work should always be carried out in small groups (“peer groups”). The most optimal number of people is no more than 5. In order not to leave any of the children offended when dividing, you can resort to different methods, for example, setting hair or eye color, floor of residence, the presence of a particular pet, etc. as a dividing characteristic. A leader always acts on behalf of the formed group, who, firstly, is chosen by the children themselves, and, secondly, is regularly replaced.

The teacher involves children in different types of activities (sitting, standing, at tables, on the street, etc.) with a constant change in tempo and rhythm. In this way, preschoolers will be passively trained in the ability to conduct business in a focused and focused manner, because where the beginning and end are known, it is simply impossible to ignore existing restrictions.

The classification of game tasks is as follows:

1. For a working mood. The main goal is to stimulate interest in interacting with each other, as well as to mobilize the body's resources.
2. For social and gaming involvement in the matter. Here, direct communication between the teacher and children occurs, during which they learn, remember, distinguish, systematize or master any material.
3. Warm-ups. Their distinctive feature is the presence of quickly arising excitement, laughter, and frivolity. Children relax psychologically and physically, relax, and rest.
4. For creative self-affirmation. Here the result should be the achievement of a result related to the artistic sphere - the formation of aesthetic taste, learning the basics of drawing, dancing, musical performance, etc.
5. Freestyle. Typically, such games involve being outside the room and premises, because... they require more space and freedom of movement.

However, starting to master games right away is both risky and not entirely correct.

In order for social gaming technology to produce the expected results, its implementation must be carried out in 3 stages - these are:

1. Instilling the rules and culture of tolerant communication. The child learns how to listen, hear and successfully negotiate with a partner.
2. Practicing acquired skills in mini-groups. In practice, a preschooler learns to organize communication, because this is the only way he will achieve the educational task assigned to him (answer, find, offer, etc.).
3. Full and fruitful work of the teacher with his students, the use of communication as an effective pedagogical tool.

Socio-game technology as a means of teaching preschoolers effective interaction in a group

Marina Mikhutkina

Socio-game technology as a means of teaching preschoolers effective interaction in a group

“The main concern of educators is

not education , not entertainment,

not even development, but so much

a non-didactic thing like friendship.”E. E. Shuleshko

In recent years, significant changes have been taking place in the Russian education system, which have determined new priorities for the development of preschool education . In accordance with federal state educational standards for the basic general education program of preschool education, the construction of the educational process should be based on age-appropriate forms of work with children. The main form of work with preschool and the leading activity for them is play.

This is facilitated by developmental pedagogical technologies , including socio-game , which develops the child in playful communication with peers, implying freedom of action, freedom of choice, freedom of thought of the child.

The term " socio gaming style "

appeared back in 1988.
In 1992, an article appeared in the Teacher’s Newspaper
entitled
“Freestyle or chasing 133 hares,”
where the author, relying on materials from supporters
of socio-game pedagogy : E. Shuleshko, A. Ershova, V. Bukatova, describes the organization of classes with children as games between microgroups of children (small societies - hence the term “
socio-game ” ) and simultaneously in each of them.
It didn't catch on at the time. Some techniques were tried, and that was the end of it... The psychological restructuring of teachers’ position towards personality-oriented interaction with the child in the learning continued all these years.
And now teaching staff have looked at this problem with more interest. Realizing that it is simply impossible to work in the old way, because modern research shows that the formation of a child’s subjective position in activity, communication and cognition ensures the development of such important personality qualities as activity, independence, sociability, and creativity. And socio-game technology , which arose from the combination of the wisdom of theatrical pedagogy, children's folklore games and the wonderful ideas of E. E. Shuleshko, makes it possible to implement personality-oriented learning , the child acts here as a subject of activity.

Socio-game approaches are based on the formation and use by children and teachers of the ability to freely and with interest discuss various issues, the ability to follow the progress of a general conversation and business, the ability to provide each other with help and accept it when needed; and since the work is carried out in small groups , children learn to communicate with each other.

The purpose of using socio-game technologies in the development of preschool children is to organize children’s own activities in an atmosphere of mutual understanding .

Objectives of using socio-game technologies in the development of preschool children :

1. Formation of friendly communicative interaction preschoolers using grammatically correct coherent speech.

2. Development in children of skills of full interpersonal communication, which helps to understand themselves.

3. Development of child-child , child-adult, child-parent interaction to ensure mental well-being.

4. Development in children of the ability to basic self-control, verbal expression and self-regulation of their actions, relationships with others , removing fear and pressure before activity.

5. Creating conditions for the development of personal qualities and abilities of all subjects of the open educational space.

The principles that underlie this technology are highly relevant for modern education and training of preschool children . Today it is simply necessary for the teacher to have a new view of the child as a subject (and not an object)

education as a partner in joint activities.

Principles of organizing social gaming technology :

• The teacher is an equal partner. He knows how to play interestingly, organizes games, invents them.

• Removing the judicial role from the teacher and transferring it to children predetermines the removal of the fear of mistakes in children.

• Freedom and independence in children's choice of knowledge, skills and abilities. Freedom does not mean permissiveness. This is the subordination of one's actions to general rules.

• Changing the mise-en-scene, that is, the environment when children can communicate in different parts of the group .

• Focus on individual discovery. Children become partners in the game.

• Overcoming difficulties. Children are not interested in what is simple, but what is difficult is interesting.

• Movement and activity.

• The life of children in small groups , mostly sixes, sometimes in fours and threes.

There are the following forms of organizing socio-game technology in the development of preschool children , techniques specifically aimed at creating a situation of success and comfort and correction of speech disorders:

• Games with rules.

• Competition games.

• Dramatization games.

• Director's games.

• Role-playing games.

• Fairytale therapy.

• Method of creating problem situations with elements of self-esteem.

• Techniques socially aimed at creating a situation of success and comfort.

• Trainings.

• Self-presentation.

To work with children, games suitable for preschool age . Pedagogical skills in socio -game pedagogy include the skill of creating and rationally using games. In the morning, it is necessary to use play exercises for a positive psychological attitude, which help withdrawn children come into contact with their peers ( "Locomotive"

,
“Convey the mood”
,
“Grandma Malanya”
,
“We won’t tell you where we were, but we’ll show you what we did”,
etc.).
The beginning of classes should become a kind of ritual so that children can tune in to joint activities and communication. This is facilitated by the games: “Magic Ball”
,
“Kind Animal”
,
“Friendship Begins with a Smile”
,
“Compliments”,
etc. It is advisable to offer game tasks during classes , the purpose of which is to awaken interest in each other, to place the participants in some kind of dependence on each other, or to provide a general increase in the mobilization of attention and body, are classified in the
group of working spirit ( “Flies - does not fly”
,
“Magic wand”
,
“Stand on fingers”
,
“Scouts”
,
“Freeze”
, etc.) To relieve fatigue and move from one type of activity to another, you can use warm-up exercises:
“Clockwork Men”
,
“Sparrows-Crows”
,
“Arms and Legs”
,
“ Tangle”
,
“Row Exit”
, etc. When walking and in free play activities,
it is effective to use free games played in the wild
.
They include such game tasks, the implementation of which requires sufficient space and freedom of movement. The purpose of the games is physically active and psychologically effective recreation . These include: “Counting tables”
,
“Crows-Sparrows”
,
“Burners”
,
“Hide and Seek”
, etc.

When using socio-game technologies in the educational process of preschool educational institutions, it is necessary to remember the 6 most basic rules and conditions relevant for the development of preschool :

•1 rule: work in small groups or as they are also called “ peer groups ”

.

Optimal for productive communication and development are associations in small groups : in older preschool age - 5-6 children. The process of dividing into groups is an interesting, exciting game and contributes to the emergence of friendly relations between children and the ability to come to an agreement.

•Rule 2: “change of leadership”

.

It is clear that work in small groups involves collective activity, and the opinion of the entire group is expressed by one person, the leader. Moreover, the children choose the leader themselves and he must constantly change.

•Rule 3: learning is combined with physical activity and a change of scenery (environment), which helps relieve emotional stress.

Children not only sit in class, but also stand up, walk, clap their hands, and play with a ball. They can communicate in different parts of the group : in the center, at tables, on the floor, in their favorite corner, etc.

•Rule 4: change of tempo and rhythm.

Conducting classes of various kinds should emphasize the rhythm of children’s work and their coherence during classes. This should become a business background for all the guys. Time limits, for example, using hourglasses and regular clocks, help change the pace and rhythm. Children develop an understanding that every task has its own beginning and end, and requires a certain concentration .

• Rule 5 – the socio-game methodology involves the integration of all types of activities, which is the most valuable in modern preschool institutions.

This gives a positive result in the field of communication, the emotional-volitional sphere, more intensively develops the intellectual abilities of children compared to traditional education , and promotes speech, cognitive, artistic, aesthetic, social , and physical development. Learning takes place in a playful way.

•6 rule: in our work we are guided by the principle of polyphony: “You chase 133 hares, you look and catch a dozen”

.

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

To organize children, it is necessary to divide them into microgroups that allow the child to set the goal of his actions (within the proposed framework of his work, look for possible solutions, feel the freedom to choose knowledge and practical opportunities, and show independence when his problems arise.

In our work we encounter the emergence of microgroups at every step. In everyday life, in games, children are naturally divided into micro groups of 3-4 people . As a rule, we do not take into account, do not know and do not analyze the patterns of the emergence and existence of such microgroups , but it is in them that the roots of the success of the educational process lie.

When united in small groups, children can stand , sit on chairs, on the carpet in a circle or randomly. The teacher can present the necessary material on a tray, in a box, bag, chest, or lay it out on the table or on the floor. Association in small groups can be based both on spontaneous associations of children and on the use of special techniques.

Now we will focus on the options for unification...

1. I divide children into small groups according to their wishes , similarities or life situations according to the following principles:

-so that everyone in the group is the same (or different)

growth;

-one (or different)

eye colors
(or hair, bows, socks, etc.)
;

-by the number of chairs placed at each table;

-according to the amount of visual material laid out on the tables for each group ;

-with your friends;

-with the person you live next to;

-Who do you sleep next to in kindergarten?

-who do you sit with at the dinner table?

-Who do you like to play with most (sculpt, draw, study)

;

-by favorite flower, color, toy, book, etc.;

-find and team up with someone who has a brother or sister, cat, dog, etc. at home.

2. Division into subgroups according to subjects united by one name (attribute)

:

-separate small items that can be combined by name or some characteristic into one group ;

-geometric shapes, identical in color and size, but different in name;

-geometric shapes, identical in name and color, but different in size

-small toys or pictures depicting animals, birds, fish, insects, vehicles , etc. P. ;

- dummies or silhouette images of vegetables, fruits, trees;

-household items: clothes, shoes, dishes, fabric.

3. Uniting by forming pairs (threes, fours, sixes)

.

Each child is offered an individual task, and after completing it, he must find a friend with whom he can combine the results of the tasks. Then each pair finds another pair or two, and thus a small group that is able to continue further work. For example, each child prepares a story based on his picture and tells it to someone in the group , listening to the response story. You can suggest combining two stories into one. Then each pair connects their story with one more (or two pairs)

and presents it to everyone

Possible task options:

-make up stories about your favorite toy, book, cat, dog, etc.

draw a picture on a specific topic (or without it, make an applique or fake, sculpt;

-make a sentence (word)

and find someone to unite him with.

4. Division into subgroups based on cut material.

Invite everyone to take one piece of material. Children must find who has the appropriate part, get into groups and make a whole from the elements. You can invite children to practice putting together a whole from its parts. For example, scatter several postcards cut into small pieces on the floor. Each child takes one piece. You need to find who else has parts of the same postcard, gather in small groups and fold postcards from their parts. In this case, the number of postcards (or other material)

should correspond to the number of small
groups , and the number of chopped elements - to the number of children in the small group .
You can also use the following materials:

small pictures with several repeating plots;

pre-made contours of objects familiar to children, cut into pieces;

scraps of fabric of different (or the same)

shapes and different
(or identical)
colors
(patterns)
;

ribbons, braid;

geometric shapes cut into pieces (different in name, but identical in color and size; identical in name, but different color and size; identical in name, color and size, but cut into different numbers of parts; identical in name, size, but different color).

5. Division into subgroups according to word , movement, action.

Invite children to pay for 1-4 (depending on the required number of groups )

and gather in
groups by serial number:
- name the days of the week, parts of the day, months, seasons and divide into microgroups ;

- name 3-4 colors in a chain (repeating only them, for example red, blue, green)

and gather in
a group of those who named the same color;
- name 3-4 animals, plants, vehicles, etc. . etc., and unite in appropriate groups , remember 3-4 different movements (actions, repeating them in the same order)

.

TECHNIQUE BY EXAMPLE :

Game "Magic Wand"

.

Previously, children are divided into triplets according to the word (reliance on calculation in order)

- it is proposed to name the days of the week and unite in a company.
Each company receives a task. - Name as many objects as possible in the room that contain the sound [o] in their names. Also during the lesson, for example, all the children were divided into groups of three. The teacher takes out a “magic wand”
that will walk in a circle from one troika to another.
In order to convey the “magic wand”
, the three, after consulting, must name what is in the room and has the sound [o] in its name. The first three easily name: ceiling, window, curtains, floor, and the second three have to think , confer, look around.
Finally the word was found - wallpaper, table. This encourages the next three, who immediately find a window sill, glass, box, etc. Another hitch. At this time, everyone is conferring. Everyone is looking for what has not yet been named, and more and more such objects are being found. And the children have a great desire to continue playing. With this approach, there are no children who would not want to learn about what others know. It is very useful for a child to use personal experience in class. “Magic Wand”
exercise task activates this experience well.

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

Speech for the teachers' council on the topic:

«Socio-game technology as a means of teaching preschoolers effective interaction».

Prepared by teacher: Mikhutkina M.E.

2015

Essence

The Federal State General Educational Standard (FSES) instructs Russian educators to approach teaching children from a qualitatively new angle. From now on, the educational process should not treat everyone with the same brush, but take into account both the general age characteristics of children and their individual differences. The main task of kindergarten employees is to release preschoolers from the walls of institutions who want to actively learn, explore the world and improve themselves. Socio-game technology, founded in 1988 by the joint forces of Soviet teachers E.E. Shuleshko, A.P. Ershova and V.M. Bukatova and taking as a basis such a form of activity as a game, is able to successfully cope with the goal.

An invariable condition here is the creation of an atmosphere of mutual respect and freedom of thought, action, and choice. There is a refusal to impose the experience or knowledge of an adult. The artificial planting of various postulates is unacceptable. It is necessary to ensure that participants trust both each other's words and their own feelings, and also do not experience dissonance between personal experience and what others say. This is the only way to turn education and training into a voluntary, pleasant, joyful process and achieve the formation of key competencies: friendly communication skills, interpersonal communication, basic self-control and regulation of one’s own activities. Without long and tedious training, you will develop the ability to speak coherently and correctly.