Modeling problem-game situations for the social and emotional development of preschool children

Article:

It is known that good manners is a personality quality that determines in a person’s daily behavior his attitude towards other people.
The basis of this attitude is respect and goodwill towards each person. This quality is formed primarily in the process of communication. Communication is about educating yourself and others. In communication, children develop the ability to obey general rules and focus on social norms. And the teacher’s task is to form in children a positive social experience, the ability to navigate life, that is, to teach them to live among people, get along with them, be equal members of society, correctly perceive information in interpersonal communication, comprehend it, influence the thoughts and feelings of others , defend your point of view and take into account the opinions of others.

Therefore, it is necessary not only to teach a child to communicate, clearly expressing his thoughts, but also to teach children to communicate with peers and find ways to resolve conflicts. And the most effective in this direction are indirect influences, primarily through play and playful communication. The form and content of the educator's pedagogical communication are largely determined by the tasks that he is trying to solve in the process of managing the activities of preschoolers, both in relation to all children and each child individually.

To enhance children’s communication and their proactive statements, in my work I use such a form of working with children as modeling problem game situations aimed at developing children’s competence in communication and the ability to find adequate ways to resolve conflicts. In the process of working together to solve a given problem, children learn to apply various options, conduct conversations, and discuss solutions.

Game problem situations are a full-fledged, but specially organized game. It is characterized by the following points:

- it has a short and simple plot, built on the basis of life events or a fairy tale or literary work that is well known to preschoolers;

- the content of the game contains a goal, an educational task, to which all its components are subordinated - plot, role-playing interaction of characters

- the teacher conducts the game: proposes a name and plot, distributes roles, takes on one role and plays it, supports an imaginary situation in accordance with the plot;

-the teacher saturates the game with role-playing dialogues and game actions, through which the goal is achieved.

The game becomes an auxiliary tool in the child’s development of the ability to resolve problem situations. This primarily concerns specially developed game models and specially selected both game situations and real ones that took place in the group.

When compiling the content of problem game situations, it is necessary to adhere to certain conditions.

— Game models should be built in accordance with the interests and capabilities of children, taking into account their social experience and age characteristics.

— Game models should include moments of improvisation, alternative solutions to problems, and the possibility of changing components due to unexpected changes in conditions. The implementation of any game model requires special preparation, which can be divided into 3 stages.

1. Preparatory stage

Aimed at attracting the interest of children, developing the ability to act on behalf of another person, conveying role intonation, and developing the ability to conduct a dialogue. Includes a message about the topic, a teacher’s story about a specific event (situation, game, during which the characteristics of the characters are given, toys and substitute objects are selected, roles are assigned (children can choose them themselves).

2. Selecting options for completing the proposed situation

At this stage there is a concretization of situations, a search for means to achieve the goal, determination of the boundaries of acceptable behavior, determination of ethical restrictions, drawing boundaries between “possible” and “impossible”.

3. Establishing cause-and-effect relationships

Development of the selected situation, search for the cause that aggravated it, as well as the possibility of transforming this situation for a positive resolution of conflicts and problems.

The main thing is to teach children to analyze, look for different options for solving problems and be able to apply such opportunities in everyday life. Children often combine an assessment of an action with a personal assessment: a bad deed means a bad person. Leading questions from an adult, alternating open and closed questions, and joint discussion of a particular situation help children put themselves in the shoes of another person, understand the motives of his actions, evaluate them from a moral point of view and come to the right conclusions. But the modeling of problem situations should be preceded by game-based learning situations:

- illustration situations,

- exercise situations,

- assessment situations.

In an illustration situation, it is better to act out simple scenes from the lives of children; with the help of various gaming materials and teaching aids, the teacher demonstrates to children examples of socially acceptable behavior, and also activates their effective communication skills.

In an exercise situation, children train in performing individual game actions and linking them into a plot, and learn to regulate relationships with peers within the framework of game interaction.

In the assessment situation, the decision taken is analyzed and justified, and it is assessed by the children themselves. In this case, the gaming problem has already been solved, but the teacher helps the child analyze and justify the decision made, and evaluate it.

The basis of the game situation is active communication, which includes various forms: conversation between the teacher and the children, travel games, conversation games, dramatization games, improvisation games. The teacher acts as a communication partner who respects the child’s right to initiative and his desire to talk about topics that interest him.

In addition to socially significant situations, children are interested in stories with fairy-tale characters. You can analyze the behavior of fairy-tale heroes: does it correspond to moral ideas, what positive qualities does the negative hero have (and vice versa, does the character always behave the same way, are there other opportunities to achieve what he wants.

Below are presented the most interesting developments in the use of gaming and creative tasks to develop children’s communication skills, culture of actions and the ability to find a compromise way out of a problematic situation.

Illustrative situations

With the help of toys or tabletop or finger theater characters, a situation is played out that reflects those aspects of life that the child needs to understand and get an idea of correct behavior: “How the boys helped their grandmother,” “Magic words help in everything,” “It’s easier to tell the truth.” , “How the girls made peace.” In these situations, children are shown specific ways to correctly resolve everyday communication situations. By acting as interested spectators, children receive a model of socially approved behavior.

Exercise situations

The teacher involves the children in finding the right solution. For this purpose, game characters turn to children with questions, enter into an argument, express doubts about the correctness of their advice, and offer to choose the best solution from several; They are asked to show what actions need to be taken, what words to say in order to solve the problem (for example, how to thank, how to politely make a request, how to divide candy equally, how to reassure an offended person).

The way children perceive the situation and what solution they propose shows how children’s moral ideas and corresponding experiences develop.

Assessment situations

During such situations, life events, actions and relationships are discussed. The content of situations can be modeled from children's literature or made up - then they look like an incident from the lives of children from another kindergarten, a boy or girl they know. The basis of the situation can be a book illustration or a painting.

By revealing this or that life event to children, the teacher calls them to a frank conversation in order to connect the problems under discussion with their personal experience, evoke appropriate feelings, and give the correct assessment.

At the same time, it is important to avoid direct analogies with events in the group, indicating specific names and actions of children. The main thing is to awaken certain emotional experiences inspired by the situation under discussion and help children independently draw the necessary conclusions.

Practical game and real situations

These situations can be organized both as dramatizations and as practical situations of playful and real content. For example,

“We’ll teach our guests how to say hello and goodbye,” “We’ll show Luntik how to receive guests,” “Let’s congratulate Karkusha on his birthday.” Cultural habits are formed gradually, so regularly organizing such situations helps children gain the necessary experience of cultural behavior. The most important situations are those in which children resolve specific everyday problems. These are situations of practical assistance, active manifestation of attention, care for children and adults: “We will help you find a lost item” (mittens, scarf, shoes); “Don’t be sad” (calm down, treat, play); “We meet a friend after illness”; “Let's exchange toys”; “We make gifts for kids (elderly people, moms, dads).”

“Everyone needs our care”

Children gain experience in participating in activities that are important for the kindergarten: “We will help the janitor remove fallen leaves on the site”, “We decorate the kindergarten for the holiday”, “We plant onions for the kids”, “We prepare manuals for classes: cut out ovals, squares , triangles." The teacher’s task is to captivate children with the content of the upcoming task, to show that the results of joint efforts bring benefit and joy to others.

"We are the elders"

Children learn to take care of babies. They develop a sense of self-respect, a kind attitude towards little ones, and an understanding of their problems. I organize situations: “We’ll help the kids wash their toys,” “We’ll delight the kids with handmade gifts,” “We’ll show a concert for the kids,” “We’ll teach the kids how to dance in circles.”

It is important to emphasize the feelings of the kids, who were the focus of the care of older preschoolers. This will give impetus to experience or to show reciprocal feelings.

“Teach a friend what you can do yourself”

It is important to encourage children to show attention to each other, mutual assistance and cooperation: teach them how to sculpt, play board games, throw at a target, and spin a hoop. By modeling this situation, we encourage children to share their experiences, help them enter into the role of a “teacher,” that is, to be patient, attentive and forgiving to the difficulties and mistakes of their peers.

"How to proceed? »

In this situation, the teacher confronts the children with a choice: respond to the problems of other children or prefer personal interests and show indifference? For example, keep the candy for yourself or treat it to a peer (crying child) who comes after illness; let a peer play with your toy or remain indifferent to his request; respond to a request for help or ignore it. The behavior of children in situations of choice helps to better understand the characteristics of their social, moral and emotional development.

I would like to dwell in more detail on the use of problem situations and their modeling when working with preschoolers, since teachers often have difficulty selecting them.

When children acquire certain experience in communication and behavior, it becomes necessary to model problematic game situations that will help children gradually master the ability to anticipate the real consequences of their actions and, on the basis of this, build further relationships and motives for behavior.

Situations-problems

It is very important to teach children to notice the difficulties of other people and try to help. For this purpose, situations—problems—are very effective. For example, in situations: “Shoelaces came undone”, “Handout material fell apart.” The guys are in a hurry to collect, but they collect everything in one common pile. I emphasize: “How can we sort all this out? “I note the guys who strive to group mixed material, etc.

In problem situations, each child actively learns to find a way out of his feelings and experiences, to recognize and accept them.

The teacher needs to emotionally represent the problem that has arisen (“Nastya returns to kindergarten after illness. How can we please her?”, “We have a new girl, how can we meet her so that she likes us?”) and involve the children in finding a solution. If they find it difficult, suggest or show the correct way to solve the problem and offer to implement it themselves.

A problematic situation, professionally and timely posed to children, allows one to effectively solve pressing group problems. A child can independently “recognize himself” in an example that seems to have no direct relation to him.

In joint activities with adults and peers, the child learns in practice the rules and laws of communication. And he is often faced with the problem of choosing an action: what is the best and most correct thing to do? Initially, the teacher offers options for action, and the child chooses the most acceptable ones for himself. Subsequently, having ideas about possible ways to solve the problem, the child will be able to find the optimal way for himself.

The effectiveness of choosing an action is often assessed by its consequences, and for a child to make such an anticipatory assessment on his own is problematic. Naturally, children need to be taught this step by step.

Let's say a “cloud”: how can it be dissipated and dispelled? With the help of this scheme, children can build a strategy and tactics for their behavior and determine a way out of the current situation.

First, the child needs to determine a common goal for which it is necessary to extinguish the conflict: live together, feel free, not offend anyone, etc.

Secondly (and this is the most difficult thing, you need to separate your “want” (“What do I want to do?”) from someone else’s “want” (“What does the other want to do?”). This is the essence of the conflict. It is on the basis of the collision Opposite “I want” should be sought for ways of agreement.

Thirdly, the child learns to argue his “I want” (“Why do I need to achieve my goal?”) and tries to formulate the point of view of another (“Why does the other insist on his own?”). At the preparatory stage, you can use the “Two Kettlebells” technique (see above). Evaluating all the pros and cons, the child comes to the conclusion: by achieving one personal goal (your “I want!”), you can lose a lot, but by giving in to another, you can gain a lot.

The given exercises bring results after preliminary work by the teacher. When teaching children to communicate, the teacher must be prepared for difficulties to arise:

-For the child, the opinion of the parents remains a priority, and it does not always correspond to the position of the teachers. The child may directly state that mom (or dad) told him to behave this way.

-Children may verbally formulate their attitude to the situation in accordance with generally accepted human values, but in practice they may not act properly, which may be due to insufficient development of the volitional sphere and impulsiveness.

-Striving for a positive assessment from an adult, children are able to behave in a socially acceptable way. It is not a fact that in another situation (in the absence of a teacher) the child will behave in a similar way.

-Attractive appearance is associated among preschoolers with positive internal content. To the question: “Do you think a beautiful person is necessarily kind? "- most children answer in the affirmative. In interaction with a peer, priority may be given to external signs - an attractive appearance, the owner of beautiful toys, although conflicts are possible on this basis. After summarizing all of the above, the conditions for effective work of teachers in

-development of children's communication skills:

-a unified approach to education in the family and kindergarten.

-personally-oriented interaction between teachers and children.

- selection of optimal means and methods of work (depending on the needs of children, pedagogical goals and capabilities).

There are four levels of learning problems:

1. The teacher himself poses the problem (task) and solves it himself with active listening and discussion by the children.

2. The teacher poses a problem, the children independently or under his guidance find a solution. The teacher directs the child to independently search for solutions (partial search method).

3. The child poses the problem himself, the teacher helps to solve it. The child develops the ability to independently formulate a problem.

4. The child poses the problem himself and solves it himself. The teacher does not even point out the problem: the child must see it on his own, and having seen it, formulate and explore the possibilities and ways of solving it.

The problem situation is created by the teacher using certain techniques, methods and means:

- bring children to a contradiction and invite them to find a way to resolve it themselves;

- presentation of different points of view on the same issue;

- encouraging children to make comparisons, generalizations, conclusions from the situation, comparison of facts;

— posing specific questions (for generalization, justification, specification, logic of reasoning);

- formulation of problematic tasks.

Stages of the problem solving process:

1) searching for means of analyzing the conditions of the problem using leading questions with the updating of previous knowledge: “what do we need to remember to solve our question? ", "What can we use that we know to solve the problem? »

2) the process of solving a problem. It consists in the discovery of new, previously unknown connections and relationships between the elements of the problem, i.e., putting forward hypotheses, searching for a key, an idea for a solution. The child looks for solutions “in external conditions”, in various sources of knowledge.

3) proof and testing of the hypothesis, implementation of the ideas of the solution found. This means performing some operations related to practical activities. Modeling problem situations in role-playing games is very effective:

“What to do, what to do? »

These are various situations of difficulty that are modeled to awaken children’s initiative, independence, intelligence, responsiveness, and willingness to look for the right solution. For example, flowers in a pot wither; pictures came off on the cabinets; some children do not have enough plasticine for modeling; Spilled water was found on the floor; Children's mittens are mixed up. What should I do? Children look for a solution on their own, together they find ways to solve problems: water a flower, divide the plasticine among everyone; figure out what to make napkins from; wipe off the water; we glue pictures on the cabinets; We sort mittens and shoes into pairs.

“They didn’t share the toy”

Material: various toys. The teacher takes out boxes (parcels) and invites the children to take apart the toys, while he watches from the side. As a rule, children try to take the most interesting, bright toys. There are too many contenders for the “best” toys. In the group, a conflict situation develops between the children: who will get this or that toy?

The teacher calms the children down and invites everyone to figure out the current situation together: “What should we do, guys? After all, there is only one toy, but there are many people who want to play with it.” and offers children various options for resolving a conflict situation for discussion.

- give the toy to the one who took it first;

- do not give a toy to anyone so as not to be offended;

- everyone should play together;

- to count;

-play with the toy in turns;

-give the toy to Katya because she is the saddest, etc.

Children, together with the teacher, discuss ways of possible solutions to the situation, offer their own options, and listen to the opinions of others.

Problem situations in role-playing games

"Hospital"

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 of the conflict)

The little child began to be capricious, running along the hospital corridor and screaming. (Conversation with the child, entertain him by reading poems);

"Kindergarten"

The doll will have a birthday tonight. He wants to invite friends to his home for a holiday. How to do it? (Call all your friends and ask their parents, write and send out invitations)

Invited guests prepare gifts for the holiday (artistic productive activities for making gifts, learning congratulations, guests prepare numbers for a festive concert for the birthday girl).

You need to prepare a delicious meal for your friends and set the table. (Drafting a menu, preparing a treat, decorating a festive table. Guests who arrived early help the birthday girl with this).

Arrival of guests. All the guests have gathered, the celebration begins. One guest forgot to bring a gift and was very upset. How can he congratulate the birthday girl now? (The doll meets the guests. Seats them at the table. A forgetful guest can be advised to say pleasant, beautiful words about the birthday person, to perform some kind of musical number. Advice is given by everyone present at the holiday)

End of the holiday. One of the guests accidentally broke a cup while drinking tea. (The guest apologizes and helps with cleaning).

"Zoo"

When purchasing tickets, the cashier gave out an extra amount of change. What to do: remain silent and leave, or tell the cashier about it and return the money. (Discussing the situation with children, making a decision).

Some visitors began to feed those animals that had a sign on their enclosure prohibiting this (ask a zoo employee to come up, ask him to tell about the rules for visiting the zoo, about fines for non-compliance, about the animals that live in this zoo).

One boy lagged behind the group, he was staring at a polar bear swimming in the pool (you can go to the radio room and make an announcement for this boy, pronounce his name loudly to all the children)

Thus, the game situations presented in this development will help the teacher teach children to analyze, look for various options for solving problems and develop the ability to use such opportunities, and therefore avoid many conflicts, master the ability to anticipate the real consequences of their actions and, on the basis of this, build further relationships and motives of behavior .

The use of game communicative situations in the development of speech in preschool children

The use of playful communicative situations in the development of speech in preschool children. Game communicative situations in teaching speech in kindergarten. A communicative approach to children's speech development. Components of a communicative situation. Types of communicative game situations.

At the present stage, pedagogical science and practice are actively searching for ways to improve speech teaching for preschool children. It is generally accepted that the leading direction in increasing the effectiveness of the process of teaching speech skills should be a communicative approach. The communicative approach considers speech as a special case of verbal communication and brings the situation of speech learning closer to the life situation of people’s communication, making it possible for the child to develop communicative skills that are important in everyday speech practice. It allows you to bridge the existing gap between a child’s “good” speech in education and the low level of his speech utterances in everyday communication. The communicative approach also allows you to get rid of the situation of “speaking for the sake of speaking,” which is often found in the practice of kindergartens and leads to a decrease in children’s interest in learning their native speech.

Surveys of children show that speech exercises, games, and activities with children most often, unfortunately, are not favorites among preschool children. Modern preschoolers prefer other types of activities to verbal communication - computer games, construction, visual arts, board games (puzzles, numerous educational games and toys that are very quickly and easily assembled according to a model). According to our data from conversations with modern preschoolers, 88.5% of children are indifferent to speech games, exercises, and speech classes in kindergarten. The children explain their attitude this way: “I love to do something - sculpt, draw, but to develop speech I have to sit for a long time and listen to the teacher. I don't like it. And if you don’t listen to her, they punish you” or “The pictures are old and uninteresting. They only show us beautiful pictures, but don’t give them to us” or “It’s boring there, but I like it when it’s fun and interesting.” You can have different attitudes to children’s statements, but you cannot ignore this situation! After all, these statements give us the opportunity to see the situation of teaching speech through the eyes of children, to penetrate into their thoughts, desires, and needs, which we do not always take into account in teaching speech. The founder of the national method of speech development E.I. Tikheyeva wrote at the beginning of the 20th century: “What is a native language? This is our thinking, embodied in words, this is something on which all interests converge, this is the path to independent creative work, this is the spiritual environment in which we live, this is our spiritual content.” And she asked her readers: “Why don’t children at school like their native language lessons?” This question was asked by many teachers of the past and present, trying to find ways to increase children’s interest in learning to speak, develop their desire to master speech skills, and pay attention to their native word. The works of child speech researchers proposed different ways to solve the problem (A. G. Arushanova, L. V. Voroshnina, V. V. Gerbova, T. I. Grizik, G. M. Lyamina, E. A. Flerina, V. I. Yashina and others)

One of the effective ways to solve the problem is to use game communicative situations in teaching speech to preschool children. Any game communicative situation includes several components: • Place of verbal communication (formality or informality of the situation, familiarity or novelty of the place of communication, whether it is real or a fairy-tale place of communication, features of the social environment - where communication takes place: in the yard, in the village, at a party, at home, in a magical forest or at school, etc.), • The addressee of the speech (a person or a fairy-tale character), his age, character, capabilities and characteristics, the addressee’s awareness or ignorance of the topic of conversation. • The purpose of communication (a speech task that needs to be solved - to inform, console, reassure, please, help, warn of danger, distract, etc.) • Subject of communication (topic). • System of speech means (this component depends on all previous components of the situation and is determined by them). If a communicative game situation actualizes the child’s leading motives, is interesting to him, and is accepted by him, then this leads to a significant increase in the level of not only children’s speech activity in learning and their interest in mastering new speech skills, but also to an improvement in the quality of speech utterances of preschoolers and an increase in the effectiveness of learning speech.

For comparison, I will give an example of statements made by the same child on the same day. The first monologue was received in response to the request “Come up with a story based on this picture. Tell me how it all started, what happened and how it ended.” The second monologue was created by the child in the game situation “Come up with a story for the fairy tale primer,” in which all the components of the game communicative situation were described in detail for the child:

“Let's imagine that you and I find ourselves in a fairyland. There was trouble in her. The evil sorcerer Bookworm stole all the primers and left only pictures in them. First-graders came to school and wanted to learn to read and write, but they didn’t have a single story or fairy tale in their ABC books. How will they learn? They were very upset! Maybe you can write a story based on this picture from the fairy tale book? Figure out where it all started, what happened and how it ended. Come up with a story so that all first-graders would be interested in reading it.”

The child's texts are presented without editing. Pictures by V. Suteev from the series “Seasons” were used.

Masha and Vanya built themselves a Christmas tree and made a New Year... And Santa Claus came... He gave them gifts... And that’s all.
One day they left the house to launch boats on the river. The very first one to launch the boat was a girl... A girl... The girl had a boat on a string, but the boy did not. And the boy’s boat began to sail further and further... but the girl’s boat did not sail anywhere. And he has a boat - once! - and sailed away! But they don’t know where the boat is... The girl... The girl said: “Take my boat!”, and he took her boat by the string, and it didn’t sink anywhere.”

As we see, when a child acquires the meaning of a speech act and the situation of “speaking for the sake of speaking” goes away, then qualitative changes occur in his speech: the volume of the text sharply increases, the syntactic structure becomes more complex, and interest in storytelling appears. Children begin to use epithets, comparisons, and sentences with direct speech.

An experimental study of the influence of the use of different types of situations on children’s speech showed that the most effective in teaching preschoolers are play-based communicative situations, characterized by the following features:

• Visual presentation of the results of speech actions, and the result of speech should be close in time and significant for the child. • Personally significant, emotionally charged content of speech from the personal experience of children. • A well-known recipient of the speech, who was not a participant in the events described, is attractive to children and is clearly presented to them (picture, toy, photograph) • The focus of speech actions on solving a specific life problem (to console, please, warn of danger, calm, and so on) .

Very often in the practice of modern kindergartens there are cases when the same game communicative situations are used in teaching speech to children in all age groups of the kindergarten. However, this is unfounded, since: 1) The use of the same types of game situations in teaching delays the development of cognitive and social motivation for children’s educational and speech activity. 2) Many children of older preschool age simply become uninterested in the situation of the appearance of a fairy-tale hero, the receipt of a magical parcel or letter, and similar game situations that are repeated over and over again. (One girl from a preparatory school group expressed herself very precisely about this, seeing the teacher knocking the doll’s hand on the screen: “This guest has come again! I’m already tired of it!”)

Therefore, it is important to observe an appropriate sequence in the use of different types of game communicative situations and apply them taking into account the age characteristics and interests of children.

At the initial stages of speech learning , the most effective are fairy-tale communicative situations that actualize the playful and social motivation of children’s speech (help the fairy-tale hero, teach the hero, playing a trip to a magical forest or a fairy-tale city, and others). In the future, life game communicative situations should become more significant (playing writers and storytellers, composing riddles - surprises for mothers, composing stories in a primer for first-graders, compiling a book of fables for children of the younger group, composing a letter about their hometown to their peers living in another city or in another country and others).

It is also very important to take into account that a child’s speech aimed at a group of people (a group of peers) is always more complex for him than speech aimed at one person (a child, an adult or a fairy-tale character). Therefore, in the first playful communicative situations, the child usually turns directly to one fairy-tale character, helping him solve the problem.

So, for example, in the retelling of the story by K.D. Ushinsky's "Cat and Mice" the child turns to the mouse, retelling the story and thereby warning the mouse that there is a cat nearby, that it needs to run away and hide. Moreover, the child sees a clear result of his speech - the mouse “learned” the news about Vaska the cat and hid, we helped her. But then another mouse came running. We need to warn her about the danger too! And the next child retells the text about the cat Vasya to the next mouse. At the same time, all the children of the group are involved in a playful fairy-tale communicative situation, live it emotionally, are ready to help and tell the mice about their insidious enemy, and rejoice for saving the mice. Retelling for them is not just talking with an unclear purpose, but is a means of achieving the game goal - to save the mice. Moreover, each retelling is directed to one specific addressee - a toy - a mouse.

Later, in older preschool age, the child becomes capable of public speech, i.e. to speech aimed at a peer group. Therefore, the nature of game communicative situations used in teaching should also change: the same retelling can be addressed to a group of peers and be either a performance in the TV show “Good Night, Kids”, or the speech of the author in staging a fairy tale in the theater, or the speech of a storyteller - a wizard, or a creative presentation - protecting your project. In this case, working on speech skills is also not an end in itself, but is a means to solve a life problem - to make an interesting performance or cartoon; perform your role expressively, without hesitation; come up with an unusual fairy tale and please your mother with it.

I will give an example of a life game communicative situation in teaching storytelling to children of senior preschool age.

March 8 is coming soon, and I really want to give mothers an interesting gift. A group of children decide to give their mothers a surprise - riddles about them. Each riddle - a description of the mother - is built according to a given plan. In the riddle-description, you need to describe the mother’s appearance, her favorite activities, profession, and say how she takes care of loved ones. For mom to recognize herself in the riddle, she needs to describe it in as much detail as possible. But you cannot repeat in the description what your peers said about their mothers, because there cannot be identical riddles. It will be impossible to guess them. As a result, children listen very carefully to the speech of their peers, participate in the discussion, try to choose the most accurate words, and make the most detailed description of their mother.

Each riddle - a description of the child is written out on a sheet of colored paper in the shape of a flower. All flowers - children's riddles - are attached to the general panel “Our gift to mothers”. After the holiday party, each mother reads all the surprise riddles and tries to guess where her gift is - a flower from her baby. This situation was tested many times in different kindergarten groups and invariably aroused interest among children and parents and the further desire of preschoolers to master speech skills, compose new fairy tales, riddles, and stories.

Thus, the most appropriate sequence for using game communicative situations in teaching speech to preschoolers is as follows: from fairy-tale game situations to real-life game situations; from speech addressed to one character to speech aimed at a group of listeners.

The use of game communicative situations in the educational process of kindergarten significantly increases the effectiveness of children's speech training, ensures children's sustained interest in mastering speech skills and high speech activity of children in learning.

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The author of the course is Valasina Asya, candidate of pedagogical sciences, author of the website “Native Path”

Game situations card index of the world around us

Game situations for the social and emotional development of preschool children

Game situations of illustrative type

“Staging with toys is a ready-made solution”

Prepared by teacher Khromenkova E.A.

With the help of toys or tabletop or finger theater characters, I act out a situation that reflects those aspects of life that a child needs to understand and get an idea of correct behavior: “How Yura helped his grandmother,” “Don’t forget the magic words,” “How Alena and Misha shared toys”, “How Kostya and Gordey made peace”. I demonstrate to children specific ways to correctly resolve everyday communication situations. By acting as interested spectators, children receive a model of socially approved behavior.

Game situations of active participation type

“Staging with toys - suggest a solution”

I involve children in finding the right solution. For this purpose, game characters turn to children with questions, enter into an argument, express doubt about the correctness of their advice, offer to choose the best solution from several, ask to show what actions need to be taken, what words to say to solve the problem (for example, how to thank , how to politely make a request, how to divide candy equally, how to calm down an offended person).

It is better to perform performances with “Give me a solution” toys after showing performances with a ready-made solution. Previously acquired ideas will help children correctly solve a new problem. How children perceive a situation and what solution they propose shows me how children's moral ideas and related experiences develop.

Game situations of direct assistance type

"Let's help our toys"

I organize situations that require active sympathy, help, and care from children: help a sick doll, feed a hungry kitten, build a bird feeder, pick out warm clothes for a monkey. Success depends on how well the content matches the children’s experience and life impressions. Children get involved in solving the problem: they not only discuss, but also practically carry out the necessary actions.

Practical game and real situations aimed at

to master cultural forms of behavior and communication (etiquette)

These situations can be organized both as dramatizations and as practical situations of playful and real content. For example,

“Let’s teach our dolls how to say hello and goodbye,” “Let’s show Mishutka how to receive guests,” “Let’s congratulate Ksyusha on her birthday.” Cultural habits are formed gradually, so regularly organizing such situations helps children gain the necessary experience of cultural behavior. The situations in which children resolve specific everyday problems are of greatest importance for social and emotional development. In my work, these are situations of practical assistance, active manifestation of attention, care for children and adults: “We will help you find a lost thing” (mittens, scarf, shoes); “Don’t be sad” (calm down, treat, play); “We meet a friend after illness”; “Let's exchange toys”; “We give gifts to babies (moms, dads).”

I emotionally represent the problem that has arisen (“Nastya returns to kindergarten after illness. How can we please her?”) and involve the children in finding a solution. If they find it difficult, I suggest or show them the correct way to solve the problem and offer to implement it themselves.

Working with younger preschoolers, I teach children to notice the difficulties of other people and try to help. For this purpose I am creating difficulties. For example, in the “Toys scattered” situation, I deliberately drop small objects (small toys, cubes, pencils, rings from a pyramid) that I carry on a tray onto the floor: “Oh, I stumbled, I scattered all the toys!” Who will help me? And our nanny Ira is gone!” The children begin to help. I encourage them: “The toys wanted to run away from me, but you didn’t allow it. Katya brought two blocks, Yanochka brought pencils, Sasha found a Christmas tree, it was hidden, and he found it and brought it. You are so sharp, your hands are skillful. All the toys were put away. Thank you! You are good helpers."

Not all kids immediately jump into this situation. I don’t rush those who are just watching. Children get new impressions, see how interesting it is to act together with the teacher, and next time they will try to help. I organize similar situations many times. Each time, the children understand my difficulties faster and become more confident in helping, gaining valuable practical experience.

Practical situations like

“Everyone needs our care”

Children gain experience in participating in activities that are important for the kindergarten: “We decorate the kindergarten for the holiday,” “We plant flower seedlings,” “We plant a vegetable garden on the windowsill,” “We prepare manuals for classes: cut out ovals, squares, triangles.” . My task is to captivate children with the content of the upcoming task, to show that the results of joint efforts bring benefit and joy to others.

Practical situations of humanistic choice

I put children before a choice: respond to the problems of other children or prefer personal interests and show indifference? For example, keep the drawing for yourself or include it in a general message to a sick peer; let your baby play with your toy or remain indifferent to his request; respond to a request for help or ignore it. The behavior of children in situations of choice helps to better understand the characteristics of their social, moral and emotional development.

Practical problem-type situations

“What to do, what to do?”

These are various situations of difficulty that I create in order to awaken children’s initiative, independence, intelligence, responsiveness, and willingness to look for the right solution. For example, napkins “disappeared” from the tables; pictures came off on some cabinets; there are no paints of various colors (brown, green, orange); some children do not have enough plasticine for modeling; Spilled water was found on the floor; Children's mittens and shoes are mixed up. What should I do? Children look for a solution on their own. I am in no hurry to give advice, I listen to all opinions and suggestions. Together with the children, we find ways to solve problems: we mix paints to get the right color; divide the plasticine among everyone; figure out what to make napkins from; wipe off the water; we glue pictures on the cabinets; We sort mittens and shoes into pairs.

Practical situations like

“We are the oldest in kindergarten”

Children learn to take care of babies. They develop a sense of self-respect, a kind attitude towards little ones, and an understanding of their problems. I organize situations: “We will help the kids wash their toys and wash their doll clothes”, “We will delight the kids with handmade gifts”, “We will prepare a puppet theater (concert, performance) for the kids”, “We will help the kids make a snow woman (slide)”, “ Let’s teach the kids how to dance in circles.”

It is important to emphasize the feelings of the kids, who were the focus of the care of older preschoolers. This will give impetus to experience or to show reciprocal feelings.

Practical situations like

“We are friends with schoolchildren”

Senior preschoolers gain experience in cooperation with school students: “We are having a sports festival,” “We are waiting for guests - schoolchildren and a teacher,” “We are exchanging souvenirs,” “We are preparing a surprise for our friends - schoolchildren.”

Participation in such situations deepens interest in school and relieves anxiety associated with upcoming schooling. At the same time, valuable experience of inter-age communication is formed, which is important not only for preschoolers, but also for school students.

Practical situations like

“Teach your friend what you can do yourself”

I encourage children to show attention to each other, mutual assistance and cooperation: teach them how to sculpt, make toys, play board games, throw at a target, fold paper figures, spin a hoop, and somersault. By encouraging children to share their experiences, I help them enter into the role of “teacher”, i.e. be patient, attentive and forgiving to the difficulties and mistakes of peers.

In my work, I actively use conditional verbal situations. They are associated with a discussion of life events, actions and relationships. I draw the content of situations from children's literature or invent them - then they look like an incident from the lives of children from another kindergarten, a boy or girl I know. The basis of the situation can be a video, book illustration or painting.

By revealing this or that life event to children, I challenge them to a frank conversation in order to connect the problems discussed with their personal experience, evoke appropriate feelings, and give the correct assessment.

When using verbal situations, I avoid direct analogies with events in the group, indicating specific names and actions of children. My task is to awaken certain emotional experiences inspired by the situation under discussion and help children independently draw the necessary conclusions.

The emotions experienced by children in real, play and conditional situations, which arise on my initiative or spontaneously, enrich the emotional world of my pupils and open up new opportunities for self-expression and interaction.

The social development of a preschooler, his contacts with others develop successfully under the condition of emotional “literacy”, i.e. the ability not only to culturally express one’s own feelings, but also to correctly understand and evaluate the emotions of others. Often a preschooler shows indifference to people due to the fact that he cannot understand their state, mood, and does not know how to “read the emotion” expressed in facial expressions and intonation gestures. Therefore, it is necessary to pay special attention to developing the ability to understand the emotional state of others, to distinguish between the expression of emotional states in real life and in art, and to recognize and regulate one’s own feelings.

Children acquire the ability to understand the emotional state of a person, expressed in the language of painting, music, fiction, theater, cinema, photography. At the same time, the ability to establish consonance between a person’s emotional state and the corresponding mood in art develops. The teacher’s goal is to develop in children the ability to convey feelings and emotional states in games, movements, dance, artistic, theatrical and visual activities.

Already in younger groups it is necessary to involve children in games - imitation. Kids imitate the actions of different animals, and also convey images of animals and their cubs. According to the teacher’s demonstration and independently, in movements and facial expressions, they reproduce the different moods of animals (kind - angry, cheerful - sad, aggressive - calm) and their images. For example:

A small fast mouse and a big clumsy bear; affectionate, graceful cat and angry dog; a big, kind hen and small, lively, cheerful chickens.

Games are simulations of changes in emotional and physical states.

For example, a cat plays, falls asleep, wakes up, stretches, washes itself; the fox listens, sneaks up, tries to catch the mouse; cubs play, quarrel, make peace, calm each other down. The teacher pronounces the words, and the children perform the corresponding actions.

Games – imitation of states of nature.

Children depict how the leaves are spinning, the trees are swaying, the sun is rising - the flower is reaching out to it and smiling; the sun sets - the flower falls asleep and closes its petals.

Participation in imaginative games - simulations allows you to experience a variety of emotions, as well as see how other children and the teacher convey the emotional and physical state of the depicted image. This promotes the emotional development of each child and helps him better understand the emotional state of other people.

Imitation games are also an effective method of emotionally unloading preschoolers, switching their attention, and expanding their impressions. In younger groups, the teacher can conduct such games with children who wish to do so every day.

At early preschool age, the child is already capable of distinguishing and comparing clearly expressed contrasting emotional states (laughter - tears). At older preschool age, children understand a wider range of emotional manifestations, find their similarities and differences, and establish the reasons for different moods. Their attention is paid to the features of the external manifestation of the emotional state (the position of the eyebrows, the corners of the mouth ☺, eye expressions, gestures, postures, intonations). Gradually, children acquire emotional sensitivity, the ability to respond correctly to the moods and feelings of loved ones.

Game situations for the social and emotional development of preschool children

Game situations of illustrative type

“Staging with toys is a ready-made solution”

Game situations of active participation type

“Staging with toys - suggest a solution”

Game situations of direct assistance type

"Let's help our toys"

Practical game and real situations aimed at

to master cultural forms of behavior and communication (etiquette)

These situations can be organized both as dramatizations and as practical situations of playful and real content. For example,

“Let’s teach our dolls how to say hello and goodbye,” “Let’s show Mishutka how to receive guests,” “Let’s congratulate Ksyusha on her birthday.” Cultural habits are formed gradually, so regularly organizing such situations helps children gain the necessary experience of cultural behavior. The situations in which children resolve specific everyday problems are of greatest importance for social and emotional development. In my work, these are situations of practical assistance, active manifestation of attention, care for children and adults:

“We’ll help you find your lost item” (mittens, scarf, shoes); “Don’t be sad” (calm down, treat, play); “We meet a friend after illness”; “Let's exchange toys”; “We give gifts to babies (moms, dads).”

Working with younger preschoolers, I teach children to notice the difficulties of other people and try to help. For this purpose I am creating difficulties.

For example, in the “Toys scattered” situation, I deliberately drop small objects (small toys, cubes, pencils, rings from a pyramid) that I carry on a tray onto the floor: “Oh, I stumbled, I scattered all the toys!” Who will help me? And our nanny Ira is gone!” The children begin to help. I encourage them: “The toys wanted to run away from me, but you didn’t allow it. Katya brought two blocks, Yanochka brought pencils, Sasha found a Christmas tree, it was hidden, and he found it and brought it. You are so sharp, your hands are skillful. All the toys were put away. Thank you! You are good helpers."

Practical situations like

“Everyone needs our care”

Practical situations of humanistic choice

Practical problem-type situations

“What to do, what to do?”

Practical situations like

“We are the oldest in kindergarten”

Children learn to take care of babies. They develop a sense of self-respect, a kind attitude towards little ones, and an understanding of their problems. I organize situations: “We will help the kids wash their toys and wash their doll clothes”, “We will delight the kids with handmade gifts”, “We will prepare a puppet theater (concert, performance) for the kids”, “We will help the kids make a snow woman (slide)”, “ Let’s teach the kids how to dance in circles.”

It is important to emphasize the feelings of the kids, who were the focus of the care of older preschoolers. This will give impetus to experience or to show reciprocal feelings.

Practical situations like

“We are friends with schoolchildren”

Practical situations like

“Teach your friend what you can do yourself”

In my work, I actively use conditional verbal situations.

They are associated with a discussion of life events, actions and relationships. I draw the content of situations from children's literature or invent them - then they look like an incident from the lives of children from another kindergarten, a boy or girl I know. The basis of the situation can be a video, book illustration or painting.

Already in younger groups it is necessary to involve children in games - imitation.

Kids imitate the actions of different animals, and also convey images of animals and their cubs. According to the teacher’s demonstration and independently, in movements and facial expressions, they reproduce the different moods of animals (kind - angry, cheerful - sad, aggressive - calm) and their images. For example:

A small fast mouse and a big clumsy bear; affectionate, graceful cat and angry dog; a big, kind hen and small, lively, cheerful chickens.

Games are simulations of changes in emotional and physical states.

Games – imitation of states of nature.

Children depict how the leaves are spinning, the trees are swaying, the sun is rising - the flower is reaching out to it and smiling; the sun sets - the flower falls asleep and closes its petals.

Game-based learning situations in working with preschoolers article (senior group) on the topic

Municipal autonomous preschool educational institution

"Kindergarten No. 476"

Round table with teachers on the topic:

“Game-based learning situations as a form of speech work with preschoolers”

Spent:

teacher:

Dutseva T.V.

Round table with teachers on the topic:

“Game-based learning situations as a form of speech work with preschoolers

The leading activity of a preschooler is play. Play is a special and very important type of activity necessary for the harmonious development of a child. While playing, the baby learns to communicate with the world of people and objects; in the game his personality is revealed and his character is formed. Regarding the question of the influence of play on the formation of all mental processes in a child, Soviet psychologist D.B. Elkonin quite definitely concludes: “Special experimental studies show that play influences the formation of all basic mental processes, from the most elementary mental processes to the most complex.”

In play, a child develops as a personality, he develops those aspects of his psyche on which the success of his educational and work activities, and relationships with people will subsequently depend. In the process of play, new types of activities of the preschooler arise and develop. It is in the game that learning elements first appear. Play creates a “child’s zone of proximal development.”

But children are not only interested in playing; they strive much more for communication – both among themselves and with the adults around them. An adult must come to the child’s aid so that he can master the mechanisms of effective play communication. Thus, it is the adult who can and should create for children the conditions necessary for the development of children's play and full-fledged play communication. These conditions include:

enriching children with impressions of the world around them;
drawing attention to the content of children’s activities and their relationships (conversations, organizing observations, reading together, discussing life events, etc.);
the child’s active position in activities, especially joint ones.

To develop full-fledged play communication, teachers can use this form of speech work with children as play-based learning situations (GTS).

There are four types of situations:

illustration situations,
exercise situations,
situation-problems,
assessment situations.

In illustrative situations, adults play out simple scenes from the lives of children. Most often, such situations are used when working with children of primary preschool age. With the help of various gaming materials and teaching aids, the teacher demonstrates to children examples of socially acceptable behavior, and also activates their effective communication skills.

In an exercise situation, the child not only listens and observes, but also actively acts. Children train in performing individual game actions and linking them into a plot, learn to regulate relationships with peers within the framework of game interaction. This type of IOS is used from the middle group.

The participation of older preschoolers in problem situations contributes to their assimilation of the main vectors of social relations, their “working out” and modeling the strategy of their behavior in the human world. In such situations, the adult draws the child’s attention to his emotional state and the state of other characters. By actively participating in problem situations, the child finds a way out for his feelings and experiences, learns to recognize and accept them. He gradually masters the ability to anticipate the real consequences of his actions and, on the basis of this, build a further plot of the game, and arbitrarily change his gaming and speech behavior. In problem situations, each child is in an active position. This is the pedagogical value of such situations.

In the school preparatory group, assessment situations are used that involve analysis and justification of the decision made, and its assessment by the children themselves. In this case, the gaming problem has already been solved, but the adult is required to help the child analyze and justify the solution, and evaluate it.

The basis of the game learning situation is the scenario of activating communication. A communication scenario can include various forms of IOS: a conversation between a teacher and children, travel games, conversation games, dramatization games, improvisation games. Such forms involve the inclusion in the scenario of visual activities, construction, simulation exercises, and examination of objects (examination of toys, objects, paintings). It is in these types of children's activities that speech appears in all its diverse functions and bears the main burden in solving practical and cognitive problems.

By developing scenarios for activating communication, we solve important problems: the communicative development of children and the awakening of each child’s own speech activity, his language games, dialogues between children, i.e. children's linguistic and communicative activities.

In the process of playful communication, a preschooler learns to develop various behavioral strategies that allow him to see the appropriateness and significance of the results of his own activities and behavior. In this case, knowledge becomes not an end in itself, but a condition for personal development. It is necessary not to accumulate them, but to solve important life problems with their help. Game-based learning situations make it possible to successfully solve problems that are already traditional, for example, for methods of speech development: enriching and activating the vocabulary, nurturing the sound culture of speech, forming the grammatical structure of the language, developing coherent speech. In order to intensify playful communication between children and their proactive statements, educators, when drawing up scenarios for activating communication, should try to select special speech games that solve the problems of language development and establishing emotional personal contacts between children and surrounding adults.

In scenarios of activating communication, learning is carried out mainly using indirect teaching methods; it has not educational, but game, communicative motivation. This makes it possible to synchronize the processes of learning and upbringing, making them not opposing each other, but complementary, mutually enriching the development of the child. Indeed, in the process of playful communication, a child learns to develop various behavioral strategies that allow him to see the appropriateness and significance of the results of his own activities and behavior. In this case, knowledge becomes not an end in itself, but a condition for personal development. Their importance lies not in their accumulation, but in the ability to solve important life problems with their help.

Since classes of activating communication contribute to enriching children with impressions about the world around them and effectively use one of the verbal methods - conversation, i.e. purposeful discussion with children of any phenomena, then we can determine the value of the conversation precisely in the fact that the adult in it teaches the child to think logically, reason, gradually raises the child’s consciousness from a specific way of thinking to a higher level of simple abstraction, which is extremely important for preparing the child to schooling. But this is the great difficulty of the conversation - both for the child and the teacher. After all, teaching children to think independently is much more difficult than imparting ready-made knowledge to them. This is why many educators would rather tell and read to children than talk to them.

The development of thinking is closely related to the development of speech of a preschooler. In a conversation, it is necessary to teach the child to clearly express his thoughts in words, to develop the ability to listen to his interlocutor. It is important not only for imparting knowledge to children, but also for the development of coherent speech and the development of speaking skills in a group.

In a conversation, you can unite children around common interests, which arouses their interest in each other; the experience of one child becomes common property. They develop the habit of listening to their interlocutors, sharing their thoughts with them, and speaking out in a group. Consequently, here the child’s activity develops, on the one hand, and the ability for restraint, on the other. Thus, conversations are a valuable method not only of mental education (communication and clarification of knowledge, development of thinking abilities and language), but also a means of social and moral education.

The main difference between a training session and an activating communication scenario is that an adult in a game-based learning situation acts as a communication partner who strives to establish equal, personal relationships. He respects the child’s right to initiative, his desire to talk about topics that interest him, and, if necessary, to avoid unpleasant situations.

Examples of game-based learning situations

I. Illustrative situation

Topic: Pets.

Program content:

Enrich children's speech with words: cat, kitten, dog, cow, calf, goat, kid, hen, chick, tail, horns, ears, legs, paws, eats, drinks.
Ability to listen and answer questions.
Foster interest and concern for animals.

Preliminary work

Looking at illustrations of domestic animals and babies; looking at toys - animals; conversation about pets; reading poems, stories, nursery rhymes, didactic game “who screams what”.

Content:

Educator: Children, someone knocked on the door (The door opens. The postman comes in and says hello). Postman: Hello children. I brought you a package from the Wizard (gives the package and leaves). Educator: Let's see what's in it? Children: Oh - these are pictures. Educator: What beautiful illustrations with pets. Let's take a look and name these animals. Who is this? Children: Dog; cow; goat; cat.Teacher: That's right, cat. Children, you know the rhyme about a cat. Children: Pussy, pussy, pussy, scat! Don’t sit on the path, otherwise Mashenka will walk and fall through her pussy. (Etc. about each animal) Educator: Well done. Children, name me a baby dog, cow, goat, cat. Children: Puppies, calves, kids, kittens.

Educator: What benefits does a cow, goat, dog, cat bring? Children: Cow, goat (milk), dog (guards the house), cat (catches mice). Educator: Children, what does he call his cubs: mother-cow, mother- dog, mother-goat, mother-cat. Children: Moo...; Bow-wow; Mee...; Meow-meow. Educator: Children! What do animals like to eat? Children: Cow, goat - grass. A dog is a bone. Cat - milk. Educator: Children, now we’ll go for a walk and feed the little puppy that Alyosha’s dad brought.

II. Situations-exercises (didactic game in the middle group)

Topic: We are going to the forest.

Didactic tasks:

1. Expand preschoolers’ understanding of wild animals. 2. Introduce animals listed in the Red Book. 3. Promote the use of ideas about rare animals in games. 4. Develop children’s speech, the ability to compare, and express their emotions in words. 5. Foster a caring attitude towards animals.

Material: toys, pictures of animals, recording of the voices of birds and animals.

Content:

The children and the teacher go to the forest. At the entrance to the forest they are met by a forester who talks with them, talks about their pets (what they eat, how they behave, what their character is). Particular attention is paid to animals that are listed in the Red Book and are protected by the state. The forester talks about where these animals live, why there are so few of them left, and how they are protected.

Forester: And now I invite you to play a little, because I really love games. Do you love it?

Ecological game “How to behave in the forest” (Pictures depicting actions of people’s behavior in the forest are laid out on the table, children stand in a circle. The forester throws the ball and names a certain action. The child who caught the ball finds a suitable picture and shows it to the children).

Forester: Well, guys, you made me happy. You know the main rules, but there are others, they are written in this book, I give it to you.

III. Problem situations (in games)

Problem situations:

Paper properties. Let's tie a paper bow to the Field doll. What will happen? (junior group)
Properties of sand. Make pies from dry and wet.
Why is the hedgehog prickly?
Properties of water. There are two glasses on the window. One glass is covered, the other is not. Why did the water disappear?
Can people, animals, plants exist without the sun?
What happens if there are no plants?
How did dad know that it was raining at night?
Help collect mushrooms for the good fairy and the evil witch. Which ones and why?
Why do the hare and squirrel molt?

Problem situations are created by encouraging children to make their own assumptions, make preliminary conclusions and generalizations.

Game "Who needs water?" – introduces children to the place of residence of the plant. What places does it like to grow in? in a sunny clearing or on a darkened edge of a forest, next to water or in water (what is it - moisture-loving, drought-resistant, light-loving, shade-tolerant)?

During the game, one becomes familiar with the variety of appearance of the plant, the structural features of the root, leaves, etc.

The game “Miracle Flower” is aimed at consolidating children’s knowledge about the appearance of a plant, its structure (root, stem, leaves, flower and fruit).

In the “Make Medicine” game, children continue to consolidate knowledge about the structure of the plant, where it grows, the features of its structure, and also learn about medicinal properties.

Various games are offered to children:

games to introduce flora and fauna, aimed at introducing children to the way of life of plants and animals;
environmental awareness games aimed at introducing the relationships between living objects and the environment;
games for familiarization with the human-created habitat of people and animals, aimed at familiarizing children with various professions and various human activities in the world around them.

Games used in the educational process are an effective means of mental, aesthetic and moral education, and on the other hand, they are a kind of practical activity for the child to master the surrounding activities.

List of games:

"Plants of our forest"
"Recognize the Mushroom"
"Paired pictures"
"Describe the animal"
"When it happens"
"Find Mom"
"Bird's Dining Room"
"Animal House"
"Tell me a story"
"Journey into the Forest"

IV. Assessment situations (based on fairy tales and games)

Fairy tales are an inexhaustible source of inspiration. Fairy tales strengthen the “immunity” of kindness, moral and mental health. After all, they trace a cause-and-effect relationship that is understandable to children and cultivate real human feelings. The heroes of every fairy tale meet evil and defeat it because they have a kind, sensitive heart; Animals, birds and even the sun come to their aid.

Children of older preschool age can be offered game situations aimed at developing social and communication skills. All of them are based on the plot of fairy tales, the actions of fairy-tale heroes.

For example: Come up with a different ending to the fairy tale.

Remember how the fairy tale “Sivka-Burka” ended, what happened at the end, think: what were everyone’s faces when they saw Ivanushka’s ring? Show off their amazing looks. What kind of face did Ivanushka have? (Show).

Think: how else could the fairy tale end? How could the tsar, princess, Ivan, and brothers act differently? What would you have done if you had been at that feast?

Situations-assessments from the children themselves, for example, during dramatization games, children take on the role of negative characters, are able to model their behavior in accordance with the characteristics of the hero, compare various character traits: good - evil; honest - deceitful.

The teacher creates a focus on developing positive character traits in children.

An example is the game “Pyramid of Good”

Children stand in a circle. What good things can we wish for each other, for all of us? Whoever comes up with an idea will come out into the circle, say his good wish, stretch his hand forward and place it on top of my palm. Then the next one puts his hand on the palm of the next child who has already expressed his wish. I start (for example: “I wish everyone to be friendly and cheerful”). As soon as you express all your wishes, building a pyramid of goodness, I quietly rock it with the words: “Let everyone hear our wishes and let them come true!” – I push the palms on my hand up, scattering the pyramid.

Examples of assessment situations:

-Who is the boss in the house? – How can you tell a person’s mood? - My actions. – If I were (was) a wizard?

4.Conclusion

Game-based learning situations make it possible to successfully solve problems that are already traditional for speech development methods: enriching and activating the vocabulary, nurturing the sound culture of speech, forming the grammatical structure of the language, and developing coherent speech.

Thus, various forms of work are resourceful in terms of the development of speech in preschoolers and the formation of children’s communicative competence, if:

children jointly solve an educational and gaming task that is interesting and meaningful to them, acting as assistants in relation to someone,
enrich, clarify and activate their vocabulary by performing speech and practical tasks,
The teacher is not a tough leader, but an organizer of joint educational activities, who does not advertise his communicative superiority, but accompanies and helps the child become an active communicator.

Literature:

1. Arushanova A.G. Speech and verbal communication of children: Book. for kindergarten teachers. – M.: Mosaika-Sintez, 1999. – M.: “Mosaika-Sintez”, 2004.

2. Games in speech therapy work with children: A manual for speech therapists and kindergarten teachers. Ed. IN AND. Seliverstova. – 3rd ed. - M.: Education, 1981. 3. Kylasova L.E. Didactic material on speech development. Classes with older preschoolers. Volgograd: Teacher, 2006 4. Ushakova O.S., Strunina E.M. Methods of speech development for preschool children: Textbook. method, manual for teachers of preschool educational institutions. – M.: (umanit, ed., 2003.) 5. Filicheva T.B., Soboleva A.R. Development of speech of a preschooler: a methodological manual with illustrations. Ekaterinburg "ARGO", 1996.